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ADDITIONAL  COPIES. 

or  THIS  PUBUCATION  MAY  BE  PROCUEED  FBOM 

THE  SUPERCsTEKDENT  OF  DOCXJ>IENTS 

GOVERNMENT  PRDsTIXG  OmCE 

WASHINGTON,  D.  C. 

AT 

5  CENTS  PER  COPY 


DEPARTMENT  OF  THE  INTERIOR 

BUREAU  OF  EDUCATION 


i^      TORONTO        ' 


^^ 


BULLETIN.  1 92 1 ,  No. 


n^  9    1922 


^CEl>i 


eS- 


A  SCHOOL  BUILDING  PROGRAM 
FOR  ATHENS,  GEORGIA 


By 


ALICE  BARROWS  FERNANDEZ 

SPECIALIST  IN  INDUSTRIAL  AND  ECONOMIC  RELATIONS 

IN  EDUCATION 

BUREAU  OF  EDUCATION 


WASHINGTON 

GOVERNMENT  PRINTING  OFHCE 

1921 


ADDITIONAL  COPIES 

UF  Xms  PrBUCATION  MAY  BE  PROCUKED  FROM 

THE  SVPERDfTEXDEMT  OF  DOCIMENTS 

GO\'ERI«MF-NT  PIUNTTNG  OFFICE 

WASHINGTON,  D.  C. 

AT 

10  CENTS  PER  COPY 


CONTENTS. 


Page. 

Athens  an  educational  center 5 

Athens  developing  into  an  industrial  city 6 

Significance  of  a  school-building  i^rograni  for  Athens G 

Contemplated  bond  issue  inadequate  for  needs  of  schools 7 

Present  conditions  in  the  public  schools 7 

Schools  badly  congested — 439  more  children  than  school  seats 10 

No  modern  school  facilities  in  the  elementary  schools 1] 

The  high  schools 1 '...... • l.l 

Work  and  play  as  necessary  as  study 12 

The  city  school  must  pro^dde  opportunity  for  the  work  and  play  which  the 

home  can  no  longer  provide 14 

The  balanced-load  plan  versus  the  peak  load 14 

The  work-study-play,  or  balanced-load,  plan 15 

Principle  of  multiple  use  makes  modern  educational  facilities  financially  prac- 
ticable   17 

Educational  advantage  of  the  plan — ^an  enriched  curriculum 18 

Flexibility  of  the  program  meets  individual  needs  of  childi'en 20 

The  school  takes  over  the  street  time  of  the  child 21 

Principles  upon  which  the  proposed  building  program  has  been  worked  out —  22 

The  importance  of  equipment 24 

Importance  of  fire-proof  buildings 24 

Recommendations  for  a  permanent  building  program  for  white  schools 28 

Recommendations  for  a  permanent  building  program  for  negro  schools 35 

Athens  has  the  wealth  to  carry  out  the  permanent  building  program  proposed.  40 
Recommendations  for  a  building  program  planned  on  the  basis  of  a  bond  issue 

of  $323,000 •  40 

Athens  behind  other  cities  in  school  expenditures 53 

Summary GO 

Appendix  I . — The  work-study- play  plan  in  some  cities 63 

Appendix  II.— Schedule  showing  capacity  of  complete  school  per  class  period, 

for  school  of  2,000  pupils 64 

Appendix  III. — Description  of  type  building  of  which  a  diagram  is  submitted.  08 
Appendix  IV. — Enrollment  in  public  schools,  Athens,  Ga.,  1913-14  to  1919-20, 

inclusive 70 

Appendix  V.— Taxable  wealth  of  Athens,  Ga.,  1920 70 

Appendix  \I. — Expenditures  for  all  city  departments,  Athens,  Ga.,  1920 70 


A  SCHOOL  BUILDING  PROGRAM  FOR  ATHENS,  GEORGIA. 


Athens  was  the  pioneer  in  bringing  higher  education  to  the  youth 
of  Georgia.  Will  it  lead  in  reconstructing  its  public  school  plant  so 
as  to  bring  modern  educational  advantages  to  the  children  of  the 
public  schools  ? 

This  question  states  the  real  significance  of  a  school  building 
program  for  Athens  at  the  present  time.^ 

ATHENS  AN  EDUCATIONAL  CENTER. 

When  the  visitor  to  Athens  asks  what  is  the  chief  industr}'  of  the 
city,  the  answer  is  "Education.'  And  the  answer  is  not  far  wrong, 
as  yet. 

Athens  did  not  start  as  an  industrial  center.  Education,  not 
industry,  was  the  cause  of  the  founding  of  the  town.  In  1801  a 
grant  of  600  acres  was  given  to  the  State  by  John  Milledge  for  the 
purpose  of  establishing  "a  seat  of  learning"'  in  Georgia.  A  site  w^as 
chosen  for  the  State  University  of  Georgia,  said  to  be  one  of  the 
oldest  State  universities  in  the  country;  and  the  town  grew  up  around 
the  university. 

This  fact  has  conditioned  the  character  of  the  town  in  a  number 
of  interesting  ways.  In  the  first  place,  if  the  towTi  had  started  as 
an  industrial  center,  the  first  building  would  probably  have  been 
erected  along  the  flats  by  the  Oconee  River,  and  then  as  the  town 
grew  the  more  well-to-do  members  of  the  community  would  have 
climbed  to  higher  ground,  leaving  about  the  river  the  usual  unsightly 
mixture  of  old  insanitary  dwellings  jostled  by  encroaching  factories. 
But  the  town  started  with  the  university,  and  it  started  on  the 
heights.  The  municipal  buildings,  the  post-ofiice,  the  city  hall, 
and  the  University  of  Georgia  were  all  built  on  a  high  plateau. 
Later,  the  city  spread  out  into  four  wards.  The  second  ward, 
running  through  the  city  northwest  and  southeast,  represents  the 
original  settlement.  The  first  ward,  where  the  factories  follow  the 
river,  climbs  up  the  east  bank  of  the  Oconee  River;  the  fourth  ward, 
now  the  congested  part  of  the  city,  extends  almost  due  west  from  the 
Oconee  River;  while  the  third  ward,  the  newer  residential  section, 
spreads  out  to  the  south. 

Athens  is  different  in  spirit  from  the  usual  industrial  town.  Like 
its  namesake,  it  is  beautiful.     It  has  the  variety  of  landscape,  the 

'At  the  request  of  the  Board  of  Education  of  Athens,  Ga.,  the  Commissioner  of  Education  detailed  Alice 
Barrows  Fernandez,  specialist  in  the  United  States  Bureau  of  Education,  to  make  a  survey  of  the  public 
schools  of  Athens,  Ga.,  with  a  view  to  working  out  a  building  program  for  the  schools  of  the  city.  The 
survey  was  made  in  March,  1921.  Mrs.  Fernandez  was  assisted  in  working  out  the  plans  of  buildings  and 
building  costs  by  Mr.  William  B.  Ittner,  consulting  architect. 

5 


6  SCHOOL  BUILDING    PROGRAM   TOR    ATHENS,    GA. 

richness  of  coloring,  and  the  slimiilating  air  that  make  the  Atlienians 
of  Georgia  love  their  native  city  as  the  Athenians  of  old  loved  their 
city.  Again,  like  its  namesake,  the  city  seems  to  realize  tlie  impor- 
tance of  living,  not  merely  the  importance  of  accumulating  things. 
It  cares  about  education;  it  cares  about  enriching  life. 

ATHENS  DEVELOPING  INTO  AN  INDUSTRIAL  CITY. 

But  the  visitor  to  Athens  can  not  be  there  long  without  realizing 
that  a  change  is  coming  over  the  city,  and  that  this  spirit  of  mellow 
enjoyment  of  life,  of  tolerance,  and  of  interest  in  ordered  living  and 
human  progress  which  goes  with,  or  should  go  with,  the  university 
sjnrit,  is  rather  what  remains  of  the  first  period  of  Athens's  history. 
The  real  question  is  what  the  second  period  of  its  history  is  going  to  be. 

Athens  is  rapidly  becoming  an  industrial  city.'  It  is  now  the 
second  largest  inland  cotton  market  in  the  State,  and  it  is  also  the 
center  of  a  large  wholesale  business  for  northeast  Georgia.  It  already 
has  some  30  manufacturing  establishments,  of  which  the  largest  are 
the  o  textile  plants,  emplo^'ing  about  720  people.  The  other  manu- 
facturing plants  are  fertilizers,  a  compress  plant,  foundry  and  machine 
shop,  woodworking  shops,  brick  plant,  bottling,  bakeries,  candy, 
laundry,  oil  factories.  There  are  about  200  retail  stores.  It  was 
impossible  to  secure  the  exact  number  of  workers  in  the  different 
plants,  but  it  was  estimated  that  in  the  30  establishments  enumerated 
there  were  about    1,200  people. 

This  development  of  the  industiial  life  of  Athens  necessarily  shifts 
the  emphasis  in  education,  or  rather  it  enlarges  its  scope.  Athens 
is  no  longer  a  university  town  but  a  modern  industrial  city  where  the 
question  of  public  education  for  the  mass  of  children  has  come  (io 
bo  of  as  vital  importance  as  the  question  of  university  education. 
The  important  question  before  the  city  is  whether  it  is  going  to  recog- 
nize these  facets  in  time  and  reconstruct  its  school  plant  to  meet  the 
changed  conditions. 

SIGNinCANCE   OF   A    SCHOOL-BIIILDING   PROGRAM   FOR    ATHENS. 

The  real  significance  of  a  school  building  program  for  Athens  at 
the  present  time  is  that  it  is  a  challenge  to  the  city  to  prove  whether 
or  not  the  belief  in  education  upon  which  the  city  was  founded  is 
virile  enough  to  face  the  facts  of  modern  life;  whether  it  is  scientific 
enough  to  recognize  that  changed  social  and  industrial  conditions 
demand  drastic  changes  in  public  schools,  and  that,  in  order  to 
preserve  its  leadership  in  education,  the  university  education  of 
which  the  city  is  justly  proud  must  be  founded  upon  a  broad,  modern, 
elementary  school  education. 

The  educators  of  Athens  have  a  clean-cut  choice  before  them. 
Tliey  can  either  let  the  industrial  development  of  the  town  grow  and 

•  The  total  population  in  the  whole  city  in  I W),  exclusive  of  the  new  territory  annexed,  was  17,912,  an 
Increase  of  11.1  per  cent  in  10  years. 


SCHOOL,  BUILDING   PEOGRAM   FOE   ATHENS,    GA,  7 

dominate  the  character  of  the  city,  leaving  education,  as  too  often 
happens,  in  a  sort  of  secluded  bypath,  a  privilege  for  the  few  rather 
than  an  opportunity  for  the  many,  or  they  can  take  the  initiative 
now  in  helping  to  make  the  public  schools  of  the  city  what  the  public 
school  system,  in  America  ought  to  be — a  children's  university.  The 
fine  spirit  of  cooperation  between  the  university  and  the  public 
schools  indicates  that  that  choice  has  already  been  made. 

The  fathers  and  mothers  of  Athens  have  the  choice  of  letting  their 
children  remain  in  cramped  quarters  which  vrill  stunt  their  growth, 
spiritually,  mentally,  and  physically,  or  they  can  demand  that  their 
children,  the  children  of  all  the  people,  shall  have  as  rich  an  educa- 
tion as  the  favored  few  who  are  able  to  survive  and  go  on  to  a  uni- 
versity. 

The  business  men  of  the  city  have  the  choice  of  letting  the  present 
plant  continue,  getting  more  and  more  decrepit,  thus  necessitating 
larger  and  larger  expenditures  for  repairs  and  additions,  or  they  can- 
enter  upon  a  statesmanlike  policy  to  adopt  a  permanent  building 
program  which  will  give  a  modern  up-to-date  school  plant  to  the 
city,  carrying  out  as  much  of  it  as  possible  with  the  present  bond 
issue  and  the  remainder  from  year  to  year  until  the  plan  is  completed. 

CONTEMPLATED  BOND  ISSUE  INADEQUATE  FOR  NEEDS  OF  SCHOOLS. 

The  contemplated  bond  issue  of  $323,000  is  totally  inadequate  to 
meet  the  needs  of  the  public  schools  of  Athens.  It  is  possible,  how- 
ever, to  begin  to  meet  the  needs  with  that  amount.  But  even  that 
can  not  be  done  economically  and  efficiently  except  on  the  basis  of 
a  permanent  building  program,  of  which  the  plans  for  the  expendi- 
ture of  the  $323,000  bond  issue  will  be  only  a  part. 

This  report,  then,  will  describe  what  the  present  conditions  are  in 
the  schools;  outline  a  permanent  building  program  which  will  take 
care  of  congestion  and  provide  for  growth  over  a  period  of  at  least 
10  years;  outline  in  detail  what  part  of  this  program  can  be  carried 
out  with  the  $323,000  bond  issue;  and  show  that  it  is  financially 
possible  for  Athens  to  carry  out  the  permanent  building  program  in 
the  near  future. 

PRESENT  CONDITIONS  IN  THE  PUBLIC  SCHOOLS. 

The  condition  of  the  public  school  buildings  in  Athens  is  deplorable. 

Athens  is  to  be  congratulated  upon  the  fine,  progressive  spirit  of 
its  superintendent,  board  of  education,  and  teaching  force.  They 
are  doing  their  best  to  give  progressive  education  to  the  children,  but 
they  are  trying  to  do  it  in  the  face  of  almost  insuperable  obstacles  in 
the  way  of  buildings  and  equipment.  It  is  impossible  to  make  bricks 
without  straw.  It  is  equally  unpossible  to  carry  out  the  precepts  of 
modern  education  to  "give  children  the  opportunity  for  self  expres- 
sion," to  teach  them  to  '"learn  by  doing,"  etc.,  when  there  is  nothing 
with  which  to  do  or  make  things,  nothing  but  school  seats,  and  not 
a  sufficient  number  of  them. 


8 


SCHOOL  BUILDING   PROGRAM   FOR  ATHENS,   GA. 


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SCHOOL  BUILDINCl  PROC.KAM   FOR  ATHENS,   GA. 


SCHOOLS  BADLY  CONGESTED — 439  MORE  CHILDREN  THAN  SCHOOL 

SEATS. 

The  schools  are  badly  congosted.  There  are  five  white  elementary 
schools  and  one  white  high  school.  There  are  three  Negro  elementary 
schools  and  one  combination  elementary  and  high  school.  In  the 
white  elementary  schools  there  are  1,614  children  and  1,480  school 
seats.  134  more  children  than  there  are  seats.  In  the  Negro  schools 
there  are  1.065  children  and  760  school  seats,  305  more  children  tlian 
there  are  school  seats.-''  In  other  words,  16.4  per  cent  of  all  the 
elementary  school  children  were  without  school  seats  in  1920.  They 
went  to  school  and  somehow  seats  were  found  for  them.  But  it 
means  that  there  were  too  many  children  in  a  room;  that  some 
children  attended  school  only  in  the  morning  and  some  only  in  the 
afternoon;  that  they  had  to  sit  in  overcrowded  rooms  with  bad  air, 
and  subject  to  all  the  evils  of  overcrowding;  and  that  in  some  cases 
children  were  studying  in  the  corridors  with  screens  used  in  the 
sorry  attempt  to  convert  a  corridor  into  a  classroom. 

Table  2. — Number  of  teachers  per  school  in  1919-20. 


Special. 

s 

"a 
o 

-i 

a> 
P. 

o 

1 

S 
a 

■a 

s 

o 

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s 

1 

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6 
17 

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1 

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1 

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u 

a 

1 

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Librarian. 

•a 

s 

O 

ELEMENTARY. 

While: 

Baxter  .Street 

C'hiUls  Street 

1 

1 
I 
1 

1 

....!---- 

ColleKc  .\  venue 

10 
6 
5 

f 

Ocoiii'f  .street 

1 

Nantahala  Avenue 

r"  ' 

Total 

5 
1 

44 

44 

— 

5 

49 



NcRTo: 

Ea.st  Athens. 

t 

3 
4 

in 

West  .Vtheiis 

1 

■■ 

Newtown 

1 

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3 

' 

1 " 

Total 

16 

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— 

.   .   >    > 

1 

Total  cicmeiitarv . 

1 

1 

10 

60 

.... 

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1 

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1 

1 
1 

1 
1 

1 

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\\  lute:  Athens  Hich  School. 

8 
4 

1 
1 

8 
4 

9 
4 

1 
1 

Iff 

.Nc«ro:  High  ami  Industrial. 

D 

Grand  total 

72 

2 

.... 

2 

1 

3 

2 

v 

1 

72 

13  !  'n 

95 

. 

1 

*°rf  T-»Me  I,  showlnR  original  capacity  of  the  public  schools  of  Alhcn.s,  Oa.;  net  rnrolltnmt  1910-11 
8T  '   per  cent  of  inrrcasp  in  fiirollinfiit  IHK>-192();  number  of  ropular  cln.s.sroom.';  available;  totsi 

cl  .'C'liured.  excess  of  rooms  requireU  o\cr  those  available;  number  of  special  activities. 


SCHOOL,  BUILDING  PROGRAM   FOR   ATHENS,   GA.  11 

And  the  congestion  is  going  to  be  worse  as  time  goes  on.  The 
enrollment  in  all  the  schools  increased  from  2,202  in  1910  to  3,137  in 
1920,  an  mcrease  of  42.4  per  cent  in  10  years.  Yet  there  has  been  no 
new  elementary  school  building  for  12  years.  This  means  that  a 
building  program  must  not  only  eliminate  the  congestion  which  has 
developed  in  the  last  10  years,  but  also  provide  for  a  growth  of  42  per 
cent  in  the  next  10  years. 

NO     MODERN    SCHOOL    FACILITIES    IN    THE    ELEMENTARY    SCHOOLS. 

Classroom  congestion  is  sufficiently  undesirable,  but  when,  in  addi- 
tion, there  is  no  opportunity  for  healthful  work  and  play  in  shops  and 
playrooms  and  auditoriums  and  laboratories,  the  situation  becomes  a 
menace  to  the  health  and  morals  and  mtellectual  growth  of  the 
children.  Yet  there  are  almost  no  special  facilities  m  the  elementary 
schools  of  Athens.*  There  is  not  a  single  auditorium,  and  there  are 
only  two  special  activity  rooms  in  all  the  white  elementary  schools — 
one  cooking  room  m  the  Charles  Street  School  and  one  hi  the  College 
Avenue  School.  There  is  a  cooking  room  in  Baxter  School,  but  it  is 
nothing  but  a  classroom  with  some  meager  cookuig  equipment.  In 
Nantahala  School  a  closet  is  used  as  a  cookuig  room,  and  in  Oconee 
part  of  a  hall  has  been  partitioned  off  in  the  attempt  to  develop  this 
work.  These  attempts  show  the  desire  of  the  prmcipals  and  teachers 
to  give  some  special  work  to  the  children,  but  the  space  and  the  equip- 
ment are  pathetically  inadequate. 

There  are  no  science  rooms  in  any  of  the  elementary  schools,  no 
shops,  no  drawing  rooms,  no  music  rooms,  no  libraries,  no  gvnina- 
siums.  There  are  ordy  two  priucipals'  offices  m  all  of  the  eight  ele- 
mentary schools,  and  there  are  no  teachers'  rest  rooms  in  any  of  the 
schools. 

THE    HIGH    SCHOOLS. 

The  facts  as  given  on  the  chart  as  to  the  Athens  High  School  are 
misloadmg.^  As  a  matter  of  fact,  the  building  is  entirely  unsuited  to 
school  purposes,  and  only  the  fine  spirit  of  the  principal  and  teachers 
makes  it  possible  to  carry  on  the  work  effectively.  The  building  was 
originally  a  courthouse.  It  is  not  fireproof.  It  is  badly  constructed. 
The  ceilings  are  so  high  that  it  is  expensive  to  heat,  and  the  windows 
are  so  narrow  that  the  lightmg  is  very  bad.  But  there  are  only  345 
children  in  the  high  school,  and  there  are  1,614  children  in  the  ele- 
mentary schools.  And  the  elementary  school  children  do  not  have 
even  the  special  facilities  that  exist  in  the  high  school.  Therefore  it 
is  obvious  that  the  needs  of  the  elementary  school  children  should  be 
taken  care  of  first. 

<  See  Table  1. 


I 


12  SCHOOL  BUILDING   PROGRAM    FOR    ATHICNS,    GA. 

Th(^  lligli  JVihI  Industrial  School  for  Nofijrocs  is  utterly  inadequate 
for  the  number  of  pupils  enrolled  and  for  the  type  of  work  that  is  being 
can-ied  on  there.  As  a  matter  of  fact,  this  school  is  carrying  a  triple 
loatl,  for  it  includes  an  elementary  school,  a  high  school,  and  a  night 
trade  school.  Yet  the  building  is  only  a  frame  structure  of  the 
8-classroom  type,  with  a  cottage  for  the  domestic-science  work. 
When  the  fact  is  considered  that  there  is  being  taught  in  this  school  at 
present  the  regular  academic  work,  together  with  science,  shopwork, 
and  domestic  science,  and  that,  in  addition,  courses  in  carpentry, 
blacksmi thing,  plastering,  brick  masonry,  automechanics,  and  nurse 
training  are  being  given  in  the  trade  school,  and  that  there  is  such  a 
demand  for  this  work  that  garages  and  shops  in  the  city  have  to  be 
rented  to  carry  on  the  work  in  the  evening,  it  is  clear  that  the  type 
of  work  being  done  in  this  school  has  far  outgrown  the  building  and 
equipment. 

To  sum  up,  in  a  school  system  of  3,137  chikben,  there  is  only  1 
auditorium,  1  gymnasium,  3  manual  training  shops,  2  commercial 
rooms,  4  cooking  rooms,  3  sewing  rooms,  and  3  science  rooms.  And 
all  of  these  special  facilities,  with  the  exception  of  2  cooking  rooms, 
are  in  the  2  high  schools. 


o 


WORK  AND  PLAY  AS  NECESSARY  AS  STUDY. 

The  seriousness  of  this  lack  of  modern  educational  facilities  can 
onl}^  be  understood  when  it  is  realized  that  work  and  pla}'-  are  as 
essential  in  education  as  opportunity  for  study  in  classrooms.  No 
child  was  ever  educated  by  study  alone.  All  children  have  always 
been  educated  by  three  things — work  and  study  and  play.  If  they 
are  deprived  of  any  one  of  these,  their  education  is  incomplete.  But 
children  in  modern  cities  are  being  deprived  of  two  of  these  essential 
elements  in  their  education,  i.  e.,  work  and  play. 

It  is  (liflicult  for  achdts  who  h;ive  been  brought  up  in  the  country, 
in  a  simpler  environment,  to  realize  what  a  revolution  has  taken  place 
in  the  conditions  surrounding  children's  lives.  It  is  diflicult  for  them 
to  realize  that  the  days  of  the  little  red  schoolhouse  have  gone  for- 
ever. Everyone  knows,  when  he  stops  to  think  about  it,  that  school 
does  not  necessarily  spell  education.  A  child's  "education"  begins 
each  day  from  the  moment  he  gets  up  in  the  morning  until  he  goes  to 
bed  at  night.  Some  of  this  education  he  gets  in  school,  some  of  it  he 
gets  outside  of  school.  But  the  kind  of  education  which  the  child  of 
to-day  gets  outside  of  school  is  very  different  from  what  he  received 
oO  years  ago  outside  of  school,  while  the  education  which  he  receives 
in  school  has  remained  much  the  same.  Fifty  years  ago  he  began  the 
day  by  «!«>ing  chores  about  the  farm,  taking  care  of  the  animals, 
men<liMg  a  piece  of  harness  or  part  of  a  wagon.  Then  he  went  to 
school  and  got  the  ''book  learning"  that  he  could  not  get  at  home, 


SCHOOL,  BUILDING  PROGRAM   FOR   ATHENS,   GA.  13 

and  after  school  he  played  in  the  fields  or  stopped  in  at  some  black- 
smith shop  or  carpenter  shop  and  watched  a  friend  at  work  and 
learned  to  handle  tools  himself.  All  this  work  on  the  farm  and  in  the 
small  shops  was  education,  and  the  schoolhouse  simply  supplemented 
it.  Furthermore,  it  was  this  first-hand  knowledge  of  life  and  this 
opportunity  to  experiment,  to  learn  to  handle  tools,  to  invent  new 
ways  of  doing  things,  which  developed  the  independence  and  initiative, 
the  mechanical  knack  and  resourcefulness,  that  have  given  this  nation 
much  of  its  inventive  genius. 

But  times  have  changed.  At  the  present  time  50  per  cent  of  the 
population  of  the  country  live  in  cities,  and  the  city  is  an  extremely 
poor  place  in  which  to  rear  children,  chiefly  because  it  deprives  them 
of  the  opportunity  for  healthful  work  and  play.  There  is  little  work 
of  educational  value  to  be  done  about  a  city  home.  On  the  contrary, 
the  whole  tendency  in  the  city  is  to  have  as  much  work  as  possible 
done  outside  the  home.  There  is  no  harvesting  and  planting  to  be 
done,  few,  if  any,  animals  to  be  taken  care  of;  and  it  is  a  rare  city 
home  that  has  a  workshop  or  tools  or  laboratory  in  which  children 
may  experiment. 

But  the  city  not  only  fails  to  educate  children  in  the  right  direction; 
it  educates  them  in  the  wrong  direction.  With  the  majority  of 
children  the  street  becomes  their  only  playground,  and  the  street  is  a 
most  effective  teacher  in  all  the  vicious  and  sordid  side  of  a  city's  life. 
There  is  probably  no  greater  menace  to  the  health  of  the  children  of 
this  country — physical,  mental,  and  moral — than  our  failure  to  realize 
the  vital  necessity  of  play  for  children.  The  average  adult  apparently 
looks  upon  play  as  recreation  merely,  something  to  indulge  in  after 
the  serious  business  of  life  is  over  for  the  day,  something  that  one  is  a 
little  ashamed  to  give  much  time  to,  until  perhaps  ill  health  forces 
one  to  give  time  to  it.  Possibly  because  of  the  stress  and  speed  at 
which  life  is  lived  to-day,  the  fact  has  been  forgotten  that  play  is  not 
merely  recreation,  not  a  luxury,  but  a  necessity  for  children  if  they 
are  to  grow  in  strength  and  health  and  mental  keenness. 

Children  in  the  public  schools  all  over  the  country  get  practically 
no  time  for  play  until  3  o'clock  in  the  afternoon.  Ten  minutes' 
recess  in  the  morning  and  a  few  minutes  in  the  afternoon  is  not  play, 
it  is  literally  a  ''recess"  from  sitting  in  school  seats.  And  Athens  is 
like  every  other  city  in  this  respect.  But  Athens,  at  least,  has  the 
authority  and  inspiration  of  her  namesake  for  a  better  custom.  To 
the  Greeks,  play  was  of  the  first  importance  in  their  scheme  of  educa- 
tion. The  Athenians,  whose  achievements  in  art,  literature,  educa- 
tion, and  the  art  of  living  have  never  been  surpassed,  realized  that 
play  was  the  foundation  of  physical  health  and  intellectual  power. 
Yet  in  the  modern  Athens  of  Georgia  there  is  no  public  playground, 
and  there  is  practically  no  opportunity  for  children  to  play  during 


14  SCHOOL  BUILDING    PROGRAM   FOR   ATHENS,   GA. 

school  hours.  It  were  well  if  tho  modern  Atlienians  took  to  heart  the 
words  of  Socrates  in  regard  to  tho  place  of  play  in  education,  when  he 
says  in  The  Repu^>Jic:  '"' 

(an  Ihorc  ho  anything  hotter  for  a  J>latf  ihaii  that  it  shmild  rnntain  The  heel  possible 
men  and  women? 

There  can  not. 

And  this  result  Avill  ho  V)roiight  ahout  hy  music  and  gymna-stics  employed  as  we 
depcrihed? 

T'ndonhtedly. 

THE    CITY    SCHOOL   MUST    PROVIDE    OPPORTUNITY    FOR   THE    WORK    ANH 
PLAY    WinCH    THE    HOME    CAN    NO    LONGER    PROVIDE. 

Since  the  city  is  douhtloss  here  to  stay,  it  is  imperative  that  the 
school  return  to  children  the  opportunity  for  the  work  and  play 
which  the  home  no  lonj^er  supplies,  and  which  is  absolutely  essential 
for  the  healthy  growth  of  children.  For  these  reasons  it  has  come 
to  be  recognized  that  every  modern  school  must  have  not  only 
classrooms  but  also  an  auditorium,  gvmnasium,  shops,  laboratories, 
cooking  rooms,  sewing  rooms,  drawing  and  music  rooms,  where 
children  may  be  kept  wholesomely  busy  all  day  long. 

What  Athens  needs  is  a  building  program  which  will  not  only 
eliminate  congestion  and  give  adequate  classroom  facilities,  but  which 
will  also  provide  the  special  facilities  for  work  and  play. 

But  how  is  Athens  to  develop  a  building  program  which  will  not 
only  furnish  suflicient  classrooms  but  also  provide  the  other  modern 
educational  facilities,  and  do  it  within  the  financial  limits  of  the 
city  ? 

THE  BALANCED  LOAD  PLAN  VERSUS  THE  PEAK  LOAD. 

There  are  two  chief  methods  of  accomplishing  this.  One  is  by 
the  traditional  type  of  school  organization,  or  the  peak-load  type; 
and  the  other  is  the  work-study-])lay  plan,  or  balanced-load  type. 

The  traditional  t3"pe  of  school  organization  attempts  to  solve  the 
situation  by  the  usual  custom  of  providing  a  seat  in  a  classroom  for 
every  pupil,  which  that  pupil  has  for  his  exclusive  use.  All  children 
are  expected  to  be  in  school  seats  at  the  same  time,  and  if  provision 
is  made  for  such  special  facilities  as  auditoriums,  g}Tnnasiums,  labora- 
tories, and  workshops,  they  have  to  be  erected  in  addition  to  a  clas.s- 
room  for  every  class,  and  when  the  pupils  go  to  the  special  rooms 
the  classrooms  are  vacant.  This  means  that  the  addition  of  these 
special  facilities  which  are  essential  in  a  modern  school  plant  add, 
under  the  traditional  plan,  fully  60  per  cent  to  the  cubical  content  of 
the  building. 

This  is  what  is  commonly  known  in  business  as  the  "peak-load 
type"  of  organization  because  tho  load  is  not  distributed,  but,  on 

•The  Republic  ol  Plato,  Book  V. 


SCHOOL.  BUILDING   PROGRAM   FOR   ATHENS,   GA.,  15 

the  contrary,  tends  to  concentrate  at  any  moment  in  one  part  of 
the  building,  e.  g.,  the  classrooms,  and  when  the  children  leave  the 
classrooms  to  go  into  the  special  facilities  the  load  is  transferred, 
leaving  the  classrooms  vacant.  Obviously,  if  Athens  has  to  supply 
not  only  these  special  modern  educational  facilities,  but  a  school 
seat  for  every  child,  the  expense  will  be  prohibitive.  The  question 
for  Athens,  then,  is  how  the  school  system  can  be  rehabilitated  to 
furnish  larger  educational  opportunities  and  at  the  same  time  effect 
the  economies  which  will  bring  the  building  program  within  the 
financial  resources  of  the  city  ? 

It  is  evident  that  the  solution  of  the  problem  must  be  found  in  the 
increased  use  of  school  accommodations  and  more  skillful  school 
planning.  Both  are  possible  by  skillful  organization  and  adminis- 
tration. Fortunately,  there  is  a  method  of  school  organization 
which  has  demonstrated  its  ability  to  effect  these  results,  namely,  the 
work-study-play  plan,  or  balanced-load  type. 

This  plan  developed  in  an  attempt  to  solve  the  peculiar  school  prob- 
lems created  by  the  modern  city,  and  it  is  now  m  operation  in  the  pub- 
lic schools  in  some  30  or  40  cities  in  the  country.^  It  grew  out  of  a 
recognition  of  the  fact  that,  as  is  the  case  in  Athens,  the  growth  of 
city  conditions  makes  the  educational  problem  far  more  difficult 
than  formerly;  in  fact,  has  created  a  new  school  problem.  The  plan 
represents  an  attempt  to  make  it  practicable,  both  administratively 
and  financially,  for  school  adm.inistrators  to  provide  not  only  class- 
room accommodations,  but  also  such  modern  educational  facilities  as 
gymnasiums,  auditoriums,  shops,  and  laboratories,  where  childi'en 
may  be  kept  wholesomely  occupied  in  study  and  work  and  play. 

THE  WORK-STUDY-PLAY,  OR  BALANCED-LOAD,  PLAN. 

Under  the  work-study-plan  the  load  is  balanced  so  that  half  the 
cliildren  are  in  classrooms  while  the  other  half  are  at  work  and  play. 
For  example,  a  school  is  divided  into  two  parts,  each  having  the  same 
number  of  classes  and  each  containing  all  the  eight  or  nine  grades. 
The  first  part,  which  we  will  call  the  "A  school,"  comes  to  school  in 
the  morning,  say,  at  8.30,  and  goes  to  classrooms  for  academic  work. 
While  this  school  is  in  the  classrooms  it  obviously  can  not  use  any  of 
the  special  facilities,  therefore  the  other  school — B  school — goes  to 
the  special  activities,  one-third  to  the  auditorium,  one-third  to  the 
playground,  and  one-third  is  divided  among  such  activities  as  the 
shops,  laboratories,  drawing  and  music  studios.  At  the  end  of  one 
or  two  periods — that  is,  when  the  first  group  of  children  has  remained, 

'  For  example,  Detroit,  Mich.,  has  16  public  schools  on  the  work-study-play  plan,  and  has  just  adopted 
a  program  for  putting  all  the  schools  in  the  city  on  the  plan.  Pittsburgh,  Pa.,  has  6  schools  on  the  plan; 
Passaic,  N.  J.,  has  2;  Newark,  N.  J.,  has  9;  Troy,  N.  Y.,  has  1;  and  Newcastle,  Pa.,  has  4.  Winetka,  HI., 
Kalamazoo,  Mich.,  Se^^^ckley,  Pa.,  and  Swarthmore,  Pa.,  are  running  all  their  schools  on  the  plan.  For 
information  regarding  attitude  of  school  superintendents  in  these  cities  toward  the  plan,  see  Appendix  I. 


IG 


SCHOOL  BUILDING   PROe;RAM   FOR   ATHENS,   GA. 


according  to  (he  ju(lf;m(Mit  of  the  school  aiitboritif's,  in  school  seats 
as  long  as  is  good  for  them  at  one  time — the  A  school  goes  to  the 
plnygronnd,  auditorium,  and  other  special  facilities,  while  the  B 
sciiool  fro<^s  to  the  classrooms,  ('hart  I  shows  how  the  load  is 
balanced  so  lliat  half  the  children  are  hi  classrooms  while  the  other 
half  are  working  and  playing.* 


SAJDOL  ACTIVIUX; 

i             .             i             -             1 

p  1 

5 

1  H  I  0  !>  B   . 

r  ■    >      T      2      T 

r         *         T        5         r       ^       t       7       t 

r        "        1 

6:50                  *:»                  10:10                H.OO                       1?:00                       1:00                   1:50                  2:40                  3: 

50 

cuu  nxMt 

ACTIVITIU. 

1 

A 

A 

A 

A 

B 

1 

S 

B 

1 
ji 

s 

r 

1 

i 
i 

1 

ertcitL  ACTiviTiis: 

1  1 
1  ■ 

!  ■ 
1 

1 

(i 

li 

1 1 

-A* 

1 

i  1 

uaoiuToRiza 

I 

OBFS 

1 

.  t 

ffUBIOS 

UMum 

c-naiaioa 

I'jDrToiiiini 

0 

1 

s         r 

1  1 

A 

*     ^ 

i^ 

*  _.. ,.                     1 

p— — -r '  — ; 

II                            > 

il                   I 

uPKfooa. 

i! 

V  *    1 

1         1 
j »  _j 

».  A  gcMooLi  nasi  popiia  BnwB  na  nasi  no  rnaorc  ih  cuise  scokc,  tiie  nx:  ini:or  ir.  cn.cui.  *c7iviiirc. 

zia  jouKTu  nsuor  t'  uisciffos.  r:c. 

»-   I   etSiOOl.:   TKlffl  rjTlLB  AincOATI  tlTK  TSOBS  I H  ITU  *  ECaoOl.    EPWtJBO   CTS  »«£!  WO  PSKI0S8  W  STZCIAI.  ACIITITIXt. 

THl   TKIKI.   An   roURTH    CT   CLaSE  ROOM.    TKB   FIPTH    AT    lOTCHTOB      ITC. 

Chart  I.— Balanced  load-plan  o/ school  organization  by  which  half  the  school  is  in  classrooms  while  the 

other  half  is  at  work  and  play. 

The  following  is  one  type  of  program  that  may  be  used.     In  this 

])rogram   each  school    (A   and   B)    is   divided   into    three   divisions: 

Division  1,  upper  grades;  division  2,  intermediate  grades;  division  3, 

j)rimarv  grades." 

The 'A  School." 


.School 
hours. 

Regular  activities. 

Special  activities. 

Aca<lcmic  instruction. 

-Xuditorinm. 

Play  and  physi- 
cal 1  raining. 

Cooking,  shop, 
science,  Die. 

«.  an-  ».  20 

.\rithmelif^Dlvlsion.s  1,  2,  3 

'.t.2r>-i(t.  10 

Lan(jiiaRf»— nivi.sioii.s  1,  2,  3 

10.  i(vn.()t> 

Division  1 

Divisions 

Division  2 

II.(»>-I2.00 
12.(10-    1.00 

(Knlir*'  ".\  Schofil"  al  liinchpx)ii.; 
ReaditiR— l)ivi.>;ion.s  1,  2,  3 

1.00-   1.  .10 

Hi.story  and  peography— Div i.sion.s  1,  2, 3.. 

1.  .VV-  2.  40 

nivLsion  3 

Division  2 

Division  2 

Division  3 

Division  1 

2. 40-  3.30 

Do. 

\1 

•Swf'harll. 

»  Kor  oihiT  types  of  jirograms  see  .\ppendix  II. 


SCHOOL  BUILDING   PROGRAM    FOR   ATHENS,   GA.  17 

The -B  School." 


School 
hours. 

Regular  activitiey. 

Si>eoial  activities 

.Vcademic  in.'slruction. 

Auditorium. 

I'lay  and  physi- 
cal training. 

Cooking,  shop, 
science,  etc. 

8. 3fr-  9.  20 

Division  2 

Divisions 

Division  1. 

9. 20-10.  10 

Divisions 

Division  2 

Do. 

10.10-11.00 

Arithmetic — Divisious  1,  2,  3 

11.00-12.00 

Language — Divisions  1,2,3 

12.00-  1.00 

(Entire'- B  School"  at  hincheon.) 

1.00-   l.rjO 

Division  1 

Division  3 

Division  2. 

1.  .tO-  2.  JO 

Reading— Divisions  1 ,  2,  3 

2.40-3.30 

History  and  geography— Divisions  1. 

2.3.. 

TRIXCIPLE    OF    MULTIPLE    USE    MAKES    MODERN    EDUC.VTIOXAL    FACILI- 
TIES FINANCIALLY  PRACTICABLE. 

In  other  words,  the  work-study-play  phm  applies  to  the  public 
school  the  principle  on  vxliich  all  other  public  service  institutions 
attempt  to  run.  i.  e..  the  principle  of  multiple  use  of  facilities.  The 
whole  tendency  in  modern  public  utilities  is  to  eliminate  the  peak 
load  by  using  all  facilities  all  the  time;  and  the  utility  becomes  more 
efficient  and  accommodates  a  larger  number  of  people  at  less  cost  to 
the  extent  to  which  it  balances  its  load.  For  example,  it  is  evident 
that  our  transportation  system  is  made  possible  because  all  people 
do  not  have  to  ride  at  exactly  the  same  time.  Public  parks  can  be 
maintained  by  the  city  because  they  are  not  reserved  for  the  exclu- 
sive use  of  any  individual  or  group;  the  larger  the  city,  and  therefore 
the  larger  the  number  of  people  supporting  them,  the  more  extensive 
and  beautiful  the  parks  can  be  made.  Hotels  can  accommodate 
thousands  of  people  because  they  are  not  run  on  the  principle  of 
reserving  each  room  for  the  exclusive  use  of  a  single  individual  dur- 
ing the  entire  year. 

On  the  contrary,  our  public-school  system  up  to  the  present  time 
has  been  run  on  the  principle  of  reserving  a  school  seat  for  the  ex- 
clusive use  of  one  child  during  the  entire  year.  All  children  have  to 
be  in  school  seats  from  9  a.  m.  to  12  and  from  1  to  3,  and  at  3  o'clock 
all  of  them  are  dismissed  and  turned  out  to  play.  The  result  is  that 
there  are  never  enough  seats  for  all  the  children  to  study  in,  nor 
enough  playgrounds  for  them  to  play  in;  and  yet  large  sums  of 
money  are  invested  in  these  facilities,  wliich  the  chddi'en  can  have 
the  use  of  for  only  a  fraction  of  the  day.  For  example,  thousands  of 
dollars  are  invested  in  school  auditoriums,  and  yet  the  average 
school  auditorium  is  used  regularly  only  15  minutes  a  day.  Thou- 
sands of  dollars  are  invested  in  playgrounds,  and  yet  these  playgrounds 
are  empty  of  children  all  day  until  3  o'clock  in  the  afternoon.  In 
fact,  if  a  child  is  found  on  the  playground  before  3  o'clock  he  is 
(13043°— 21 8 


18  SCHOOL  BUILPING   PROG K AM   FOK   ATHENS,   GA. 

driven  off  because  he  is  playing  truant.  Obviously,  the  playgrounds 
exist  for  the  use  of  the  children,  and  yet  children  have  the  opportunity 
to  use  them  only  a  few  hours  a  day,  because  they  must  be  in  school 
seats  from  9  to  12  and  1  t<i  3.  Thousands  of  dollars  are  invested  in 
school  shops  and  science  laboratories,  and  yet  practically  no  child  in 
the  elementary  schools  has  the  opportunity  to  enter  them  until  the 
seventh  grade,  and  then  for  only  a  few  minutes  a  week.  Half  the 
children  in  the  country  leave  school  before  they  reach  the  seventh 
grade. 

There  would,  after  all,  seem  to  be  no  good  reason  why  the  principle 
of  other  public  service  institutions,  i.  e.,  multiple  use  of  facilities 
all  the  time,  should  not  apply  to  the  school,  nor  any  reason  why  all 
children  should  be  in  classrooms  at  the  same  time,  nor  why  the  special 
facilities  should  be  used  only  a  fraction  of  the  day,  provided,  of  course, 
that  the  children  receive  during  the  day  the  required  amount  of 
academic  work.  In  fact,  it  is  difficult  to  see  how  the  problem  of 
providing  enough  classrooms  or  playgrounds  or  auditoriums  for  the 
mass  of  children  is  ever  to  be  met  if  all  children  have  to  be  in  class- 
rooms &t  the  same  time  and  if  all  children  have  to  play  at  once. 
Moreover,  there  seems  to  be  no  good  reason  from  an  educational 
standpoint  why  children  should  all  have  to  do  the  same  thing  at  the 
same  time. 

Fortunately,  if  the  principle  of  multiple  use  is  applied  to  public 
school  facilities  it  is  finuncialh'^  possible  to  provide  not  only  adequate 
classroom  accommodations,  but  also  auditoriums,  gymnasiums, 
laboratories,  and  shops  for  the  mass  of  children.  In  fact,  accommo- 
dations may  be  provided  in  all  facilities,  if  they  are  in  use  constantly 
by  alternating  groups,  at  less  cost  than  regular  classrooms  may  be 
provided  on  the  basis  of  a  reserved  seat  for  every  child.  For  exam- 
ple, in  a  50-cKiss  school,  under  the  traditional  plan,  50  classrooms  are 
needed  in  addition  to  all  other  special  facilities.  Under  the  work- 
study-play  plan  only  25  classrooms  are  needed.  Therefore,  under 
this  plan  the  cost  of  25  additional  classrooms  is  eliminated.  The 
average  cost  of  a  classroom  at  the  present  time  is  $12,000.  Since 
only  half  the  usual  number  of  classrooms  Is  required  under  the 
work-study-pliiy  plan,  i.  e.,  25  classrooms  in  a  50-class  school,  the 
cost  of  the,  remainiicr  is  released  for  all  the  other  special  facilities. 
Chart  11  shows  the  waste  in  cubic  feet,  in  cost,  and  in  capacity  in  a 
building  run  on  the  traditional  as  compared  with  the  same  building 
organized  on  the  work-study-play  plan. 

EDUCATIONAL  ADVANTAtrE  OF  THK  PLAN — AN  ENRICHED  CUJBRICULUM. 

The  important  point  about  llie  balanced-load  plan,  however,  is 
not  its  economy,  but  the  fact  that  it  makes  possible  an  enriched 
education  for  children.     Under  this  plan  the  children  not  only  have 


SCHOOL  BUILDING  PROGRAM   FOR   ATHENS,   GA. 


19 


A  .  TRADITIONAL  PLAN  OF  SCHOOL  ORGANIZATION  . 


I.  Utilijation   of  site 


Use 


number  ofsouare  ft. 


per  puoil . 


DiSfribu+ion  Of  pupib 


Hours  per  c/a\/ . 


Out  door 
play  arcund . 


JOO X 30O 


15 


No  pupils 


duildinq 


ZfiOQ 


IL.  Ui-ilija-tion   of  building . 
« ], 800,000 cubic  -feet  —  cosi- * 750,000 


Use 


Cubic  capacity. 


Percent  of  building. 


Distribution  ofpuptls 


Hours  in  use. 


Hal  1 3 . 
S  toirs . 
To!le+s. 


272,000 


JSJ 


Gym- 
nasi- 
ums. 


ISZiOOO  20,000 


10.  t 


No 
pupils 


Audi- 
fori- 
ums . 


U.7 


No 

pcipils. 


I 'T  special 
roof^s . 


350,000 


19.4- 


No 
pupils . 


4<X>,O0OCU.fl'  t 


50  c/ojsrooms.  ,yyy, 

vmm. 


B.    WORK-STUDY- PLAY   PLAN  -  NO   WASTE 


I   Ufilijation  of  building. 
-L,40o,ooo  cubic  feet  -  cost  ^6oo.,ooo  — ► 

Use. 

1 

Halls . 
Stairs. 
Toilets 

Gym- 
nasi- 
ums. 

Audi- 
tor!- 
ums. 

i4special 
rooms . 

as  class- 

rOO'773  . 

Cubic  feet 

t 

136,000 

laz^!^ 

Ziofioo 

3S0,Q00 

392,000 

Percent  of  building. 

0 

14.0 

•3.0 

ISO 

25.0 

26. 0 

Disfribufion  of  pupils. 

BO 

230 

430 

t,OO0 

flours   in  use. 

6 

e 

s 

s 

H.  Utilisation 

of  sife  . 

Use 

Out  door 
play  ground. 

Buildlriq 

number  of  square  ft. 

100  X  300 

ZSOKI7S 

per  pupil. 

200 

Disfrlbufion  of  pupils. 

1   ISO 

-  z,ooo   - 

i,e*o\ 

Hours  per  day. 

6 

s 

Chart  II.— Showing  the  waste  of  building  space  undar  the  traditional  pUn  of  school  organization  aa 
compared  with  the  utilization  of  all  space  all  the  time  under  the  work-study-play  plan,  or  balariced  load  plan. 

Total  number  of  pupils  under  either  plan,  2,000. 

Under  the  work-studv-play  plan,  1,000  pupils  are  in  claaaooms  while  1,000  pupils  are  in  special  facilities. 

Under  the  traditional'  plan,  all  pupils  are  in  classrooms  at  the  same  time,  and  when  they  go  to  the  sjiecial 
facilities,  the  classrooms  lie  idle.  For  example,  if  any  of  the  2,000  pupils  in  classrooms  go  to  the  auditorium, 
the  classrooms  of  those  pupils  remain  vacant.     \S1iat  good  is  a  vacant  classroom  to  a  child? 

What  good  is  an  empty  playground  or  auditorium  or  shop  or  laboratory  to  a  ciiild? 


20  SCHOOL  BUILDING   PROGRAM   FOR   ATHENS,   GA. 

the  same  amount  of  time  for  reading,  writing,  arithmetic,  geography 
and  history  as  formerlj^,  210  minutes,  hut  also  50  minutes  of  play 
every  day,  50  minutes  of  auditorium  a  da}^,  and  50  minutes  of  shop- 
work  every  day  in  the  week  for  a  third  of  the  year;  science  every  day 
for  a  third  of  a  year;  and  drawing  and  music  every  day  for  a  third 
of  a  year.'"  At  present,  rhiklron  get  in  most  schools  a  10-minute 
recess  period  for  play,  a  few  minutes  for  opening  exercises  in  the 
auditorium,  and  little  or  no  time  for  special  activities. 


T0Tlc-Stn47-Plvv 

TradltlomU 
Plan. 

1 

dcadoilc  voTK. 

21C' 

fepeclal  worttUixlltorlva-.    1 

f            60>            1            50-            1 

Play 
50' 

1 

1               1               1 

1 

Academie  woric. 
21C. 

50-         I15' 

m 

1 

;n:i 

Chart  III.— Daily  allotments  of  time  for  academic  work,  special  work,  auditorium,  and  play,  under  the 
traditional  plan  and  under  the  work-study-play  plan  of  school  organization. 

EXPLAN.\TION  OF  CH.VRT  III. 
Academic  Work: 

In  the  traditional  school,  210  minutes  are  given  to  reading,  wTiting,  arithmetic,  geography,  and  history 

every  day. 
In  the  worh-study-play  school,  210  minutes  are  given  to  reading,  w-riting,  arithmetic,  geography,  and  his- 

torj-  every  day. 
Play: 

In  the  traditional  school,  Z'y  minutes  are  given  every  day  to  rece«,  physical  training,  physiology,  and 

hygiene. 
In  the  uork-xtudij-play  school,  .W  minutes  a  day  every  day  are  given  to  play. 
Special  AciivUies: 

In  the  traditional  school  50  minutes  arc  divided  l)etwcen  4  or  5  special  subjects — drawing, music,  shop, 

.•*wing,  etc.— 2  periods  a  week  to  some  special  subjects,  and  a  few  minutes  a  day  to  others. 
In  the  tcork-sludij-pla;i  school,  the  year  may  be  ciivide<i  in  3  parts,  and  each  child  receives  50  minutes  of 

science  every  day  for  a  third  of  the  year;  50  minutes  of  shopwork  even,'  day  for  a  third  of  the  year; 

and  50  minutes  of  nia-^ie  and  drawing  every  day  for  a  third  of  the  year.    <>r  these  special  subjects 

can  Jje  alternated  by  daj's,  weeks,  or  mouth*. 

FLEXIBTLTTY  OF  THE  PROGRAM  MEETS  IXDI^^DUAL  NEEDS  OF  CHILDREN. 

A  pn.<,aam  based  upon  the  multiple  use  of  facilities  also  makes  it 
po.ssihle  to  have  a  flexihle  program.  ^Vfter  all,  schools  were  created 
for  children  and  not  children  for  the  schools,  and  it  should  he  possible 
to  adapt  the  program  to  meet  the  needs  of  individual  cliildron  instead 
of  making  children  conform  to  the  program,  as  is  too  often  the  case. 
A  study  of  the  different  types  of  work-study-play  schools  in  different 
parts  of  the  country  shows  that  it  is  possible  to  adapt  the  program  to 
the  needs  of  different  types  of  children  and  (Hfferent  types  of  com- 
munities. 


••  See  Chart  III  showing  allotment  of  time  for  academic  work,  play,  auditorium,  and  special  work. 


SCHOOL  BUILDING   PKOGEAM   FOR  ATHENS,    GA,  21 

For  example,  a  child  who  is  backward  in  a  special  subject,  such  as 
arithmetic,  and  is  being  held  back  in  a  grade  because  he  can  not 
master  that  subject,  and  is  growing  discouraged  because  he  has  to 
repeat  the  whole  year's  work,  can  double  up  in  arithmetic  for  a 
number  of  weeks  by  omitting  the  auditorium  period  until  he  has 
made  up  the  work  and  is  ready  to  go  on  with  his  grade  in  that  sub- 
ject. In  the  meantime  he  has  not  been  held  back  in  other  subjects, 
but  has  progressed  as  rapidly  in  them  as  he  is  able  to.  Or  if  a  child 
has  a  particular  talent  in  some  subject,  he  can,  under  this  program, 
double  his  time  in  that  subject  by  omitting  his  auditorium  period  a 
number  of  times  a  week  and  yet  not  lose  any  time  from  his  regular 
work. 

Again,  it  is  possible  to  adjust  the  time  of  beginnuig  or  leading 
school  to  meet  the  desires  of  parents.  For  example,  it  is  possible  to 
arrange  to  have  the  school  begin  at  8.30,  8.45,  or  9  a.  m.,  or  any 
other  hour  desired.  Or  if  the  school  begms  at  8.30  and  certain 
parents  object  to  having  their  children  leave  for  school  so  earl}^,  it  is 
possible  to  put  these  children  in  the  ''B  School,"  which  begins  the 
day  with  special  activities ;  in  this  case  the  children  can  omit  the  play 
period  or  auditorium  from  8.30  to  9.20  and  arrive  at  school  at  9.20. 
Or,  again,  many  parents  prefer  to  have  their  children  take  special 
music  lessons  after  school.  It  often  happens  that  home  work  or 
staying  after  school  interferes  with  these  lessons.  Under  the  work- 
study-play  plan  it  is  possible  to  put  such  children  in  the  "A  School" 
and  let  them  omit  the  play  period  or  the  auditorium  in  the  afternoon 
from  2.40  to  3.30  p.  m."  There  is,  of  course,  no  reason  why  children 
should  not  be  given  credit  for  these  out-of-school  activities  if  so 
desired.  As  for  the  special  facilities  in  school,  each  community  and 
each  section  of  the  city  can  have  the  special  facilities  which  the 
school  authorities  and  the  parents  desire. 

THE  SCHOOL  TAKES  OVER  THE  STREET  TIME  OF  THE  CHILD. 

As  has  been  pointed  out,  one  of  the  most  undesirable  elements  in 
the  life  of  city  children  is  the  street  life  in  which  they  have  hitherto 
spent  so  large  a  part  of  their  time.  The  average  city  school  is  in 
session  about  180  days  in  the  year.  Obviously,  because  of  conditions 
of  modern  city  life,  it  is  necessaiy  that  the  school  take  over  some  of 
the  time  now  spent  by  the  child  on  the  city  streets,  especially  during 
the  school  year.  At  present  if  10  hours  of  the  24  are  allowed  for 
sleep  and  6  for  meals  and  home  duties,  there  still  remain  8  hours  to 

11  The  school  day  in  Athens— 9  a.  m.  to  2  p.  m.— is  altogether  too  short,  for  it  leaves  the  children  on  the 
streets  for  practically  half  of  every  day.  It  is  questionable  whether  it  would  be  desirable  to  lengthen  the 
day  if  it  meant  keeping  children  in  school  seats  any  longer,  but  in  a  work-study-play  school  the  additional 
hours  are  spent  in  playgrounds,  shops,  laboratories,  and  auditoriums,  which  means  that  wholesome  activ- 
ity in  play  and  in  work  is  substituted  for  desultory  loafing  upon  the  city  streets. 


22  SCHOOL  BUILDING   PROCIKAM   FOK   ATHENS,   GA. 

be  accounted  for.  Even  if  the  children  were  in  school  5  hours  every 
day,  there  would  still  be  3  hours  left,  and  as  is  well  known  these 
hours  are  spent  on  the  city  streets,  and  not  to  the  child's  advanta<^e. 
At  least  one  or  two  of  these  sliould  be  taken  over  by  the  school,  and 
wholesome  activity  in  work  and  play  provided. 

The  work-study-play  plan  does  this  by  lengthening  the  school  day 
an  hour  or  two,  as  each  community  may  desire,  and  by  offering  to 
the  children  the  wholesome  activity  in  shops  and  laboratories  and  on 
the  playgrounds,  which  is  so  essential  for  them.  It  should  be  borne 
in  mind,  however,  that  this  lengthening  of  the  school  day  does  not 
necessaril}'  lengthen  the  number  of  teaching  hours  of  any  teacher.  It 
is  necessary  that  she  be  at  the  school  6  hours,  but  she  need  not  teach 
more  than  5  hours. 

PRINCIPLES  UPON  WHICH  THE  PROPOSED  BUILDING  PROGRAM  HAS 

BEEN  WORKED  OUT. 

In  planning  the  school  building  program  for  Athens  the  following 
aims  have  been  kept  in  view: 

First,  to  relieve  existing  congestion,  and  provide  for  growth  for 
a  period  of  at  least  10  years. 

Second,  to  consolidate  the  present  small  and  inadequate  plants  into 
a  small  number  of  modern,  up-to-date  school  buildings  with  adequate 
playgrounds,  thus  providing  for  the  maximum  educational  oppor- 
tunities for  children  as  well  as  for  community  uses  of  the  plant. 

Like  most  cities,  Athens  is  laboring  under  the  handicap  of  having 
too  many  small  buildings.  Many  small  buildings  are  more  expensive 
than  a  few  large  modern  plants.  They  are  more  expensive  in  cost 
of  upkeep  as  well  as  in  initial  cost.  They  also  provide  fewer  modern 
facilities  for  the  children.  The  larger  the  school  within  limits,  the 
more  economical  it  becomes  and  the  richer  the  facilities  that  can 
be  offered  to  children.  A  school  of  1,200  pupils  can  afford  such 
facilities  as  an  auditorium,  shops,  gymnasium,  laboratories,  etc., 
whereas  if  the  children  were  housed  in  two  school  buildings  with 
separate  sites,  equipment,  teaching  force,  janitorial  service,  and  cost 
of  upkeep,  the  total  expense  would  be  far  greater.  For  example,  a 
glanc(;  at  Table  3  shows  that  the  Athens  public  schools  have  spent 
during  the  past  10  years  (1910-11  to  1919-20)  $50,120  on  repairs, 
fuel  and  light,  furniture  and  equipment,  maintenance  of  grounds, 
and  rent  account.  Of  this  amount,  $20,446  is  for  repairs  alone,  and 
the  item  for  repairs  in  1919-20  was  twelve  times  as  much  as  it  was  in 
1910-11.  These  items  are  not  given  by  schools,  but  if  they  were 
it  would  doul>tless  be  found  that  the  greatest  expense  for  repairs 
was  in  the  oldest  schools.  In  other  words,  tho  maintenance  of 
many  old  and  decrepit  plants  is  a  waste  of  money. 


SCHOOL  BUELDIIs^G  PEOGRAJNI   FOE  ATHENS,   GA. 


23 


Table  3. —  Cost  of  repairs,  fuel  and  light,  furniture  and  equipment,  maintenance  of 
grounds,  rent  account  for  public  schools,  by  years,  from  1910-11  to  1919-20,  inclusive. 


Repairs 

Fuel  and  light 

Furniture  and  equip- 
ment   

Maintenance  of  grounds 
Rents  account 


Total. 


1910-111911-12 


$531 
1,176 

1,397 


$1,200 
33 

445 


«61 


3, 104     2, 639 


1912-13 


$1, 329 
1,213 

1,371 


382 


WlS-ll 


SI,  265 
1,150 

629 
134 
364 


4, 295  '  3,  542 


1914-15'1915-16 


81,429 
1,585 

756 
194 
347 


$1, 979 
1,590 

988 


1916-17 


$2,285 
1,571 


1,917 
22 

240  !      240 


4,211     4,797     6,035 


1917-18 


$1,956 
2,359 

1,144 

56 

220 


5, 734 


igis-ig" 


$2,092 
2,943 

465 

290 


5,797 


l91»-20  Total. 


$6,381 
2,653 

692 


210 


$20,  446 
16, 273 

9,804 

412 

3. 185 


9, 966     50, 120 


As  a  matter  of  fact,  Athens  has  barely  enough  children  in  all  the 
white  schools  for  one  good-sized  building,  and  the  same  is  true  of 
the  Negro  schools,  but  owing  to  the  geographical  conditions  of  the 
city  it  will  doubtless  be  necessary  to  hare  at  least  one  school  for 
whites  on  the  east  side  of  the  Oconee  River  and  one  on  the  west 
side.  The  same  is  true  for  the  Negro  schools.  In  the  detailed  build- 
ing program,  however,  two  alternate  plans  are  given,  the  first  pro- 
viding for  two  schools  for  whites  and  two  for  Negroes,  and  the 
second  plan  providing  for  three  each. 

Third,  the  aim  has  been  to  work  out  a  builduig  program  which 
will  give  modern  school  facilities  to  all  the  children  in  the  public 
school  system.  Too  often  there  is  a  tendency  in  communities  to 
invest  all  the  available  funds  in  one  or  two  buildings  which  can 
be  used  only  by  a  minority  of  the  children.  This  is  neither  demo- 
cratic nor  fair  to  the  children  of  the  city.  The  city's  funds  should 
be  so  spent  that  all  children  would  receive  an  increase  in  the  oppor- 
tunity for  a  modern,  all-round  education.  This  is  not  only  important 
from  an  educational  standpoint,  but  is  the  most  economical  plan 
in  the  end,  for  if  old  buildings  are  allowed  to  continue  -without 
additions  or  improvements,  far  more  money  has  to  be  spent  on  them 
in  the  end  than  if  they  had  been  renovated  in  time. 

Fourth,  two  building  programs  are  submitted.  The  first  is  a 
permanent  building  program,  which  shows  what  ought  to  be  done 
in  order  to  provide  adequate  modern  school  buildings  and  equip- 
ment. This  building  program,  however,  requires  more  funds  than 
are  available  with  the  present  contemplated  bond  issue  of  S323,000. 
Therefore,  a  second  building  program  has  been  outlined  showing 
what  it  is  possible  to  do  with  the  bond  issue  of  $323,000. 

It  should  be  clearly  understood  that  the  permanent  building 
program  is  not  simply  an  idealistic  outline  of  what  it  would  be 
desirable  to  give  the  children  of  Athens,  but  that  it  is  a  program 
which  it  is  financially  possible  for  Athens  to  carry  out  if  it  is  spread 
over  a  period  of  years.  And  the  building  program  for  the  bond 
issue  is  planned  to  carry  out  as  much  as  possible  of  the  permanent 
building  program  at  the  present  time.     It  is  one  thing  to  spend 


24  SCHOOL  BVILPIXG   PROGRAM   FOR   ATHENS,   GA. 

S."J23,000  to  meet  iininediatc  iicods  with  no  consideration  of  the  future; 
ii  is  another  to  spend  tliiit  amitunt  as  part  of  a  statesmanlike  plan 
for  developing  a  modern  school  plant  in  the  city.  It  is  felt  that 
Athens  will  not  be  satisfied  with  anything  short  of  such  a  plan. 

Fifth,  the  cost  of  the  program  has  been  worked  out  after  careful 
.study  of  building  costs,  not  only  in  Athens  but  in  the  country  as  a 
whole.  Furthermore,  the  costs  have  been  estimated  on  the  basis 
of  actual  drawings  for  the  type  of  building  recommended. 

The  present  building  costs  are  about  35  cents  per  cubic  foot. 
It  is  estimated  that  soon  they  will  be  down  to  30  cents  per  cubic 
foot.  This  makes  the  classroom  cost  of  a  building  $12,000  per 
classroom  unit.  "Classroom  unit  costs"  include  not  only  the  cost 
of  classrooms  but  of  gymnasiums  and  auditoriums,  corridors,  stairs, 
principal's  office,  teachers'  rest  room,  toilets.  When  additions  are 
erected  the  classroom  cost  is  about  $10,000,  and  the  auditorium 
and  gymnasium  are  estimated  separately.  In  cases  where  the  addi- 
tion is  attached  to  the  school  the  cost  has  been  given  in  accordance 
with  the  actual  drawing  and  cubic  foot  cost. 

THE  IMPORTANCE  OF  EQUIPMENT. 

Tiie  cost  of  equipment  is  based  upon  the  most  recent  information 
of  cost  of  equipment  for  each  different  kind  of  activity.  The  im- 
portance of  providing  modern  equipment  can  not  be  too  strongly 
emphasized.  Up  to  the  present  time  Athens  in  erecting  its  most 
recent  building  has  made  the  mistake  of  providing  only  enough 
funds  for  the  shell  of  the  building  and  almost  no  funds  for  equipment. 
This  is  comparable  to  erecting  a  factory  for  turning  out  automobiles 
and  providing  no  funds  for  machines  or  tools.  It  is  futile  to  provide 
workshops  for  children  without  providing  tools  for  them  to  use  m 
the  workshop;  furthermore,  an  inadequate  supply  of  tools  is  onl}- 
n  handicap  and  an  exasperation. 

IMPORTANf  E  OF  FIREPROOF  BUILDINGS. 

The  estiniuics  ol  the  cost  of  buildings  will  probably  come  as  a 
surprise  and  a  shock  to  many  citizens.  This  is  because  Athens  up 
to  the  present  time  has  not  been  in  the  habit  of  erecting  fireproof 
buildings  for  her  children.  She  can  not  afford,  however,  not  to 
change  that  policy.  Great  care  is  taken  nowadays  that  modern 
oflifc  buildings  in  which  adults  work  should  be  of  fireproof  construc- 
tion. For  example,  one  of  the  most  recent  office  buildings  erected 
in  Athens  is  of  that  type,  and  cost  over  $300,000.  All  modern 
factories  are  fireproof.  A  hospital  just  erected  in  Athens  is  fireproof 
and  <(.st  some  $300,000.  A  church  recently  erected  cost  $200,000. 
Just  around  the  corner  from  the  Ijoard  of  education  is  a  fine,  modern, 
fireproof  building  for  making  ice  cream,  which  cost  $50,000.     Yet 


SCHOOL  BUILDIXG  PEOGEAM   FOE   ATHENS,   GA.  25 

there  is  not  a  public  school  building  in  Athens  that  cost  $50,000. 
Isn't  the  safety  of  3,000  children  as  important  as  that  of  people 
who  work  in  ofRce  buildings  ?  Isn't  it  as  important  to  protect 
children  before  they  have  to  be  sent  to  hospitals  as  after  they  arrive 
there  ?  Isn't  the  preservation  of  children's  lives  and  health  as  im- 
portant as  the  preservation  of  cotton  or  ice  cream  ? 

Of  com-se  these  questions  answer  themselves,  and  there  is  no 
community  that  would  be  quicker  to  answer  in  the  affirmative  than 
Athens,  but  like  many  cities  it  has  up  to  the  present  time  simply 
failed  to  realize  that  its  children  are  no  longer  in  little  red  school- 
houses,  and  that  it  must  be  prepared  to  spend  as  much  on  its  school 
buildings  as  on  its  ofRce  buildings  and  factories. 

The  estimates  given  represent  the  amount  being  spent  on  school 
buildings  in  the  country  as  a  whole. 

The  aim  in  working  out  this  building  program  has  been  to  make 
it  practicable  for  Athens  to  carry  it  out.  One  of  the  greatest  dij3i- 
culties  in  carrying  out  a  modern  school  building  program  is  that 
the  average  citizen  does  not  visuahze  the  modern  type  of  school. 
Therefore  the  floor  plans  of  such  a  school  are  given  in  Exhibits 
A  and  B. 

One  of  the  advantages  of  the  type  of  buildmg  recommended  is  that 
it  can  be  put  up  gradually;  that  is,  one  floor  can  be  erected  and  later 
a  second  added;  or  the  whole  of  the  first  floor,  with  the  exception  of 
the  gymnasium  and  auditorium,  can  be  erected  and  these  two  facili- 
ties can  be  added  later;  or  merely  the  outer  perimeter  of  the  first 
floor  can  be  erected  and  the  gymnasium,  auditorium,  domestic 
science  and  workshop  added  later.  This  means  that,  in  the  building 
program  for  the  bond  issue,  it  is  possible  to  start  three  modern 
buildings  instead  of  putting  all  the  money  into  one.^^ 

In  the  program  recommended  for  the  bond  issue  a  certain  number 
of  portable  additions  are  recommended,  o^\dng  to  the  fact  that  the 
bond  issue  does  not  provide  adequate  funds  for  the  complete  building 
program.  Two  things  should  be  clearly  understood,  however,  about 
these  portables.  In  the  first  place  they  are  not  of  the  usual  type, 
but  are  of  a  modern,  sanitary  type  that  can  be  secured  in  separate 
units  and  combined  into  one  building  if  so  desired.  It  is  possible  to 
secure  a  classroom  type,  or  an  auditorium  fully  equipped,  or  a 
gynmasium,  or  shops,  or  cooking  room.  Every  cit}^  should  have  a 
certain  number  of  these  portables,  since  the  population  is  always 
moving  and  it  is  undesirable  to  erect  a  new  permanent  building  until 
it  is  certain  that  the  growth  of  population  in  a  certain  section  is  more 
or  less  permanent.  Therefore,  the  portables  recommended  can 
always  be  used  in  difi'erent  sections  of  the  city  as  the  school  popula- 
tion moves. 

"  A  full  description  of  the  building  will  be  found  in  Appendix  UI. 
63043°— 21 i 


26 


SCHOOL.  BUILDING   TROGIIAM   FOR   ATHENS,   GA. 


SCHOOL.  BUILDING   PEOGKAM   FOR  ATHENS,    GA. 


27 


tM 


o 

u 

!» 


I 

M 


28  SCHOOL  BUILDING   PEOGRAM   FOR   ATHENS,   GA. 

RECOMMENDATIONS   FOR    A    PERMANENT    BUILDING    PROGRAM    FOR 

WHITE  SCHOOLS. 

Two  alternate  plans  are  suggested  for  the  permanant  building 
program  for  wliite  schools.  One  provides  for  two  w^hite  elementary 
schools  and  one  high  school;  the  other  provides  for  three  elementary 
schools  and  one  high  school. 

PLAN   1. 

This  plan  provides  for  housing  all  the  children  east  of  the  Oconee 
River  in  the  Oconee  School,  to  which  an  addition  should  be  built; 
for  housing  all  the  children  west  of  the  Oconee  River  in  a  new  build- 
ing to  be  erected  on  the  Chase  Street  site;  and  for  a  new  liigh-school 
building  to  be  erected  on  the  present  high-school  site. 

1.  A  nrw  hnilding  for  Childs,  College  Avenue,  Baxter,  and  Nanta- 
hila. — This  building  should  include  all  the  children  at  present  in  the 
above  four  schools  and  also  the  eighth  grade  from  the  liigh  school. 
Such  a  school  could  not  strictly  be  said  to  include  junior  high  school 
organization,  as  there  are  not  more  than  8  grades,  but  as  there  are 
only  1 1  grades  in  the  high  school  the  ninth  grade  could  not  well  be 
taken  out  without  adding  a  twelfth  to  the  high  school.  The  buildings 
vvill  be  so  constructed,  however,  that  they  can  be  added  to  in  order 
to  provide  for  these  extra  gi'ades  if  desired. 

The  number  to  be  provided  for  in  this  building  would  be  as  follows: 

Childs 4 10 

College  A  venue 429 

Baxter  Street :^05 

Nantahala 220 

Total 1,  364 

Eighth  grade 132 

Total 1, 496 

20  per  cent  in(  rease  in  10  years  ' 299 

Total  ( for  a  45-ela88  sehool) 1.  795 

This  should  be  made  into  a  46-class  school.  It  is  understood 
throughout  this  report  that  a  class  is  reckoned  on  the  basis  of  an 
enrollment  of  40  pupils  per  class. 

Under  the  work -study-play  plan,  there  would  be  needed  23  class- 
rooms.    There  should  also  be  1  auditorium,  2  gymnasiums,  and  13 

'  In  estimating  the  pcrccntago  of  increase  of  growth  to  be  allowed  for  the  next  10  years  the  following 

"  ■  "  iderod:  The  per  cent  of  imTea?o  in  the  last  10  years  checked  by  the  perc-entage  of  increase 

vrs — which  rovers  the  war  pcriiKl— and  the  location  of  the  school.     For  example,  the  cnroll- 

,  College  Avenue,  Baxter,  and  Nantahala  increased  21.5  per  cent  in  the  past  10  years,  but 

irs  it  inrreased  by  only  10  per  cent ,  therefore  it  seems  fair  to  aUow  for  an  increase  of  not  more 

than  3)  i*r  cent  for  the  next  10  years.    In  the  case  of  the  Negro  schools  the  enrollment  in  the  Newtown, 

West  Athens,  and  Reese  .Street  Schofils  has  Inr-rcased  W  per  cent  in  the  last  10  years  but  has  fallen  off  in 

•  he  last  G.    But,  Jjerause  of  the  annexation  of  the  new  territory  which  has  so  greatly  increased  the  enroll- 

mf!it  in  the  West  Athens  Schwl  during  the  last  year  (50  per  cent),  it  seems  fair  to  allow  for  an  increase  of 

ai>proximateIy  40  per  cent  in  these  three  schools  in  the  next  10  years. 


SCHOOL  BUILDING   PROGRAM   FOE   ATHENS,   GA.  29 

special  rooms.  It  is  possible  to  have  any  kind  of  special  rooms  that 
the  school  authorities  and  parents  desire.  For  example,  they  could 
be  arranged  as  follows:  Four  shops  for  boj^s  (manual  training,  print 
shop,  forge,  and  metal  shop),  1  cooking  room  and  1  sewing  room,  1 
mechanical  drawing  room  and  1  freehand  drawing  room,  1  music 
room,  1  nature-study  room  for  the  younger  cliildren,  1  chemistry 
laboratory  and  1  physics  laboratory  for  the  older  children,  and  1 
library.  This  would  make  a  school  building  of  36  units,  without 
counting  the  auditorium  and  2  gymnasiums. ^^ 

The  cost  of  a  36-unit  building  at  $12,000  per  unit  would  be  $432,000. 
The  equipment  would  come  to  $78,000,  on  the  basis  of  $2,000  for 
equipment  per  unit,  counting  1  auditorium  and  2  gymnasiums  as  an 
additional  3  units.  The  total  cost  then  for  the  building  and  equip- 
ment would  be  $510,000. 

Under  the  traditional  plan  23  additional  classrooms  would  be 
needed.  This  would  require  another  floor.  The  classroom  cost  in 
this  case  would  be  at  the  rate  of  $10,000  each,  or  a  total  of  $230,000. 
The  additional  equipment  would  come  to  $46,000.  This  makes  the 
total  cost  for  the  building  under  the  traditional  plan  $786,000,  as 
compared  with  $510,000  on  the  work-study-play  plan. 

The  objection  might  be  made  that  consolidating  all  these  schools 
into  one  makes  the  distance  too  great  for  the  children  to  travel.  As 
a  matter  of  fact,  no  child  would  have  to  go  more  than  a  mile,  and 
some  children  are  already  walking  that  distance  to  attend  these 
schools,  but  even  when  they  have  to  go  as  far  as  a  mile,  it  is  better 
to  transport  children  to  a  modern  up-to-date  school  than  to  try  to 
accommodate  them  in  small,  inadequate  buildings  near  home.  The 
city  has  much  to  learn  from  the  country  in  respect  to  the  value  of 
consolidating  schools. 

2.  An  addition  for  Oconee  School. — The  Oconee  School  should 
house  all  the  children  from  the  first  grade  through  the  eighth  on  the 
east  side  of  the  Oconee  River.  The  enrollment  to  be  provided  for 
would  be  as  follows : 

Present  eiiroliment,  grades  1-6 250 

Estimated  number  in  seventh  and  eighth  grades  " 80 

Total 330 

44  per  cent  increase  in  10  years 145 

Total  (12  classes) 475 

This  makes  a  school  of  12  classes.  Under  the  work-study-play 
plan  6  classrooms  would  be  needed.     The  school  should  also  have  1 

M  See  Exhibit  A  for  type  of  building  recommended.  In  order  to  adapt  it  to  a  46-class  school,  11  class- 
rooms would  have  to  be  added  either  in  a  third  story  or  to  the  wings. 

"  The  principal  has  a  list  of  75  children,  fr-15  years  of  age,  in  the  district,  who  at  present  are  not  attending 
public  school. 


30 


SCIIOOI^  BUILDING   PROGRAM   FOR   ATHENS,   GA. 


audiLoriuin.  I  gymnasium,  and  4  special  rooms,  for  example,  1  nature- 
study  room.  I  manual-training  room,  1  cooking  room,  and  1  drawing 
room.     This  makes  10  units. 

There  are  at  present  available  in  the  existing  building  6  classrooms. 
An  addition  is  therefore  needed  for  lliis  building.     It  is  recommended 


y'noiuer  and 
Locker  ^oom 


Boiler  R.oom 


Qymn  jayium 


Auditorium 


MaM 


Clay^ 


yhower  and 
Locker  Coom 


Exhibit  C— Suggested  addition  Idt  Ocoiico  StluKil    This  plan,  with  the  addition  of  two  rooms,  is  also 

a|i|>Iic-abK-  (or  Haxter  Scliool. 

that  the  2  cla.ssrooms  at  tl\e  rear  of  the  building  be  torn  down,  and 
an  addition  of  G  units,  an  auditorium  and  a  gymnasium,  be  attaclied 
to  the  present  building.  The  building  thus  reconstructed  would 
have  the  Muditoriurn  and  gymnasium  on  the  ground  floor  directly 
facing  the  front  door,  and  2  wint's  on  either  side  of  that  portion  of  the 


SCHOOL  BUILDING  PROGRAM   FOR  ATHEITS,   GA.  31 

building  which  now  contains  the  4  classrooms.  A  rough  drawing  of 
such  an  addition  is  given  in  Exhibit  C. 

The  cost  of  such  an  addition  would  be  $112,120,  and  the  equipment 
would  be  $16,000,  making  a  total  of  $128,120.  This  cost  is  based 
upon  the  actual  building  plans  for  this  school,  herewith  submitted. 

Under  the  traditional  plan  six  additional  classrooms  would  be 
needed,  at  a  cost  of  about  $60,000  plus  equipment  $12,000,  making 
a  total  of  $72,000,  or  a  grand  total  under  the  traditional  plan  of 
$200,120,  as  over  against  $128,120  under  the  work-study-plav  plan. 

3.  New  hiiilding  for  the  high  school. — The  high  school  now  has 
four  grades — the  eighth,  ninth,  tenth,  and  eleventh.  It  is  proposed 
under  this  plan  to  make  it  a  three-year  school  by  sending  the  eighth 
grade  to  the  new  building,  on  Chase  Street.  The  enrollment  in  the 
three  grades  is  213  pupils.  Allowing  for  an  increase  of  56  per  cent 
in  the  next  10  years,  or  119  pupils,  the  number  to  be  provided  for 
is  332,  Fortunately,  the  high  school  has  ample  grounds,  but  the 
present  building,  which  is  nothing  but  an  old  courthouse,  should 
be  torn  down.  A  new  building  should  be  erected  to  contain  6  rooms 
for  academic  work  in  English,  history,  Latin,  vSpanish,  mathe- 
matics, and  French,  and  14  special  rooms  arranged  as  follows: 
Science — 1  chemistry  room,  1  physics,  1  biologj^;  shops — 1  wood- 
working, 1  foundry,  1  forge,  1  machine  shop,  1  pattern  shop,  1  cook- 
ing, 1  sewing,  1  mechanical  drawing,  1  freehand  drawing,  1  library, 
and  1  music  room. 

This  makes  20  units  plus  an  auditorium  and  2  gymnasiums. 
The  cost  of  20  units  at  $12,000  would  be  $240,000.  The  equip- 
ment of  23  rooms  at  $2,000  would  be  $46,000,  making  a  total  of 
$286,000.  When  a  building,  however,  is  as  small  as  this,  the  cost 
increases.  Therefore,  it  is  impossible  to  include  the  cost  of  the 
auditorium  and  gymnasium  in  the  $12,000  unit  cost.  It  is  nec- 
essary to  provide  an  additional  $100,000  for  the  auditorium  and 
gymnasium,  making  a  total  for  the  whole  building  of  $386,000. 
The  equipment  would  be  $46,000.  Under  the  traditional  plan  the 
cost  will  be  practically  the  same,  since  the  high  school  is  depart- 
mentalized throughout. 


32 


SCHOOL  BUILDING   PROGRAM   FOR   ATHENS,   GA. 


SLM.MAK\     (.)F    COST    OF    DESIRABLE    PERMANENT    BUILDING     PROGRAM 

FOR    WHITE    SCHOOLS. 

Plan  1. — On  the  bttsn  of  two  demenlary  schools  and  one  high  .srhool. 
(o)  WORK-STVDY-PLAY  PLAN— CAPACITY  AND  COSTS. 


Buildings. 

Number 
of  pupils 
accommo- 
dated. 

Cost  of 
equipment. 

Cost  of 
buildings. 

Total  cost . 

One  new  building  for  Childs,  College  Avenue,  Baxter, 
and  Nanlahala 

1,840 

480 
332 

$78,000 

16,000 
40,000 

$432, 000 

112, 120 
386,000 

$510,000 

128, 120 
432,000 

l,.s«)  pupils. 
4«i  classes. 
23  classrooms. 
13  special  rooms. 

1  auditorium. 

2  gj'mna,siums. 

An  addition  for  Oconee  School 

1  auditorium. 

1  gymnasium. 

2  classrooms. 

4  spctial  rfwms. 
A  new  bnildine  for  the  hieh  school 

332  pupils. 
6  classrooms. 
14  special  rooms. 

1  auditorium. 

2  gymnasiums. 

Total 

2,652 

140,000 

930,120 

1,070,120 

(b)  TRADITIONAL  PLAN— CAPACITY  AND  COSTS. 


One  new  building  for  Childs,  College  Avenue,  Ba.xter, 
■  and  Nantahala 

I,s40  pupils. 

46  cla-^scs. 

4f)  classrooms. 

13  spwial  rooms. 

1  auditorium. 

2  gymnasiums.  . 

An  addition  for  Oconee  School 

1  auditorium. 

I  gvmna^ium. 
4  cfa>;srooms. 

4  special  rooms. 

A  new  building  for  the  high  school , 

3.32  pupils. 
6  classrooms. 

I I  spr<'ial  rooms. 

1  audit  orinm. 

2  gymnasiums. 


Total. 


1,840 


480 


332 


$124, 000 


28,000 


46,000 


$662,000 


172,120 


386, 000 


2, 6.V2 


198, 000  i     1, 220, 120 


$786,000 


200,120 


432,000 


1,418,120 


PLAN    2. 

Plan  2  is  workotl  out  on  tlie  ])iisis  of  three  olomontary  schools  and 
n  hi<^h  scliool.  Tlio  (lifTeroncc  hctwccn  jilans  1  and  2  is  that  plan  2 
provides  for  a  new  O-gradc  ])uildmg  for  Baxter  School  in  addition 
to  the  new  building  for  the  Chase  wStreet  site.  Although  under 
ordinary  circumstances  it  would  be  undesirable  to  put  up  such  a 
small  })uilding  as  would  be  necessary  for  the  Baxter  School,  yet  on 
account  of  the  distance  from  Chase  Street  and  the  development  of 
the  cit}'  in  that  direction  the  erection  of  a  permanent  building  for 
the  younger  children  in  the  sixth  grade  of  the  Baxter  School  might 
be  justified.     It  depends  entirely  on  whether  the  board  of  educa- 


SCHOOL   BUTLDIXG   PROGRAM   FOR    ATHENS,    GA.  33 

tion  wishes  to  adopt  the  poUcy  of  having  some  small  6-grade  schools. 
Under  such  a  plan  the  following  buildings  would  have  to  be  pro- 
vided for: 

1.  A  new  huilding  for  Childs,  College  Avenue,  Nanfahala,  seventh 
grade  of  Baxter,  and  the  eighth  grade  from,  the  high  school. — The  number 
to  be  provided  for  would  be  as  follows: 

Ohilds 410 

College  Avenue 429 

Nautahala 220 

Seventh  grade  of  Baxter 40 

Eighth  grade  from  the  high  school 132 

Total  (in  a  SO-class  school) 1,  231 

20  per  cent  increase  in  10  years 246 

Total  (37  classes) 1^  477 

This  should  be  made  into  a  38-class  school.  The  number  of 
classrooms  needed  would  be  19,  the  number  of  special  rooms  11, 
total  units  to  be  provided  for  30,  in  addition  to  1  auditorium  and 
2  gymnasiums. 

The  cost  of  30  units,  at  $12,000,  would  be  $360,000.  The  equip- 
ment would  be  $66,000,  or  a  total  of  $426,000. 

Under  the  traditional  plan  19  more  rooms  would  be  needed,  at  a 
cost  of  $10,000,  or  $190,000.  Additional  equipment  would  be 
$38,000,  making  an  additional  cost  of  $228,000,  or  a  grand  total 
under  the  traditional  plan  of  $654,000,  as  over  against  $426,000 
under  the  work-study-play  plan. 

2.  A  new  huilding  for  6  grades  at  Baxter  School. — The  enrollment 
to  be  provided  for  would  be  as  follows : 

Enrollment  minus  seventh  grade 265 

11  per  cent  increase  in  10  years 29 

Total  (8  classes) 294 

Under  the  work-study-play  plan,  it  would  be  necessary  to  provide 
4  classrooms  and  4  special  rooms — 1  shop  for  boys,  1  cooking  room, 
1  natm"e-study  and  drawing  room,  1  music  room — making  8  units, 
together  with  an  auditorium  and  gymnasium.  The  same  plan  for  a 
building  that  is  proposed  for  the  Oconee  School  could  be  used  for  the 
Baxter  School,  with  an  addition  of  2  classrooms.  These  two  extra 
rooms  would  cost  $12,960,  the  equipment  $1,000,  making  a  total  of 
$13,960.  The  cost  of  the  Oconee  School  was  $128,120,  which,  in 
addition  to  the  $13,960,  would  make  the  total  cost  for  Baxter 
$142,080.^' 

Under  the  traditional  plan,  4  additional  classrooms  would  be 
needed  at  a  cost  of  $40,000,  plus  equipment  $4,000,  maldng  a  total 
of  $44,000,  or  a  gi-and  total  under  the  traditional  plan  of  $186,080. 

1=  See  Exhibit  C.    The  classrooms  can  be  added  at  the  front  of  the  building  or  at  the  rear. 
63043°— 21— 5 


34 


SCHOOL   BUILDING    PROGRAM    TuK    ATJJKNS,   GA. 


li.  An  addition  for  the  Oconee  School. — The  plan  and  cost  of  tliis 
])uil(lmg  would  remain  the  same  as  under  Plan  1,  that  is,  $128,120 
under  llie  work-study-play  plan:  or  $200,120  under  the  traditional 
plan. 

Plan  2. — (Jn  the  ba.^is  of  three  dcinentary  schools  ami  one  high  srhnnl. 

(a)  WORK-STUDY-PI. AY  PLAN-C.'iPACITY  AND  COST.^. 


Biiilding.s. 


One  new  buildinj;  for  Childs,  College  Avenue,  seventh 

grade  Baxter,  Naniahala,  and  eignth  grade , 

l}K  classes. 
19  classrooms. 
11  special  rfKjms. 

1  aiidiioriiim. 

2  gj-mnasiurDLS. 

One  new"  building  for  6  grades  of  Baxter 

.s  cliis.ses. 

4  classrooms. 

4  special  rooms. 

1  audit  criiim. 

1  gymiia.sium. 
An  addition  for  Oconee 

1  auditorium. 

I  g^'mnasiuni. 

2cta8»rooms. 

4  special  rooms. 
A  new  building  for  the  high  school 

312  pupils. 

t)  clas.sroom.s. 

14  spe<-ial  rooms. 

1  auditorium. 

-  gymnasium^. 


Number 
of  pujiils 
accommo- 
dated. 


1,520 


Total . 


Land. 


320 


480 


332 


Cost  of 
oquipmwit. 


2, 6.52 


Grand  total. 


$00,000 


17,000 


Cost  of 
buildings. 


Total  cost. 


16,000  112,120 


46,000  ;iS6,000 


145,000  I        9S3,200 


$:J60,000  $420,000 


125,0^  142.  OSO 


12«.  120 


4:j2,  two 


1.  12S,  2()!l 


o.OilO 


l,13;i,200 


(6)  TRADITIONAL  PLAM— CAPACITY  AND  COSTS. 


One  now  building  for  Child.s,  College  .V venue,  seventh 
grade  Baxter,  Sa?itahala,  and  eighth  grade 

1,520 
320 

4>»0 

.332 

«104,000 

32,000 

2S,000 
46.000 

$550,000 

212,120 

172,120 
3S6,000 

$t>.54  000 

.«  classes. 
.'W  clii.s.sr<«)m>. 
1 1  spfciiil  r(K)ms. 
1  au'liL'ifiuiu. 
2|.'ymna.siums. 
One  new  building  lur  tt  grades  oJ  Ba.xter 

?-H,  120 

•4claJ»oM. 

»  cl»SM-(K<UL>. 

4  s|)e<ial  rooms. 
1  auditorium. 
1  g>'miuj-iiim. 
Au  add  lion  fur  Oconee 

200  120 

1  audiloriiiin 

1  «■•■■' '■'■ 

4.--)"                 'lis. 
A  nfw  builiiiiii;  (m  the  high  .'»chool 

432, 000 

'.iiSZ  pupils. 
<i  c!as.sT>Kim^. 
14  <^pocial  r'Mtms. 

1  audilohuin. 

2  gymnasium.'*. 

Total 

2, 652 

210,000 

1,320,249 

1,5.10,2411 

Lwid 

5.000 

Grand  tntal.                                      

1, 5^5, 240 

SCHOOL  BUILDIXG    PBOGRAM    FOP.    ATHEXS,    GA.  3^5 

.RECOMMENDATIONS   FOR   A   PERMANENT    BUILDING   PROGRAM   FOR 

NEGRO  SCHOOLS. 

In  1910-11  there  were  80G  children  in  the  Negro  schools.  In 
1919-20  there  were  1,065,  an  increase  of  32.1  per  cent  in  10  years. 
There  are  at  present  i'our  school  buildmgs  for  Negro  children,  the 
High  and  Industrioi  School,  West  Athens  School,  and  Newtown 
School,  which  take  care  of  all  the  children  to  the  west  of  tlie  Oconee 
River;  and  the  East  Athens  School,  which  takes  care  of  all  the  chii- 
di-en  east  of  the  Oconee  River. 

As  is  the  case  with  the  white  schools,  there  are  hardl}^  enough  chil- 
di'en  in  the  Negro  schools  to  make  one  fair-sized  school;  but,  because 
of  the  geographical  location  of  the  population,  it  is  not  possible  to 
house  ail  the  children  in  one  school.  The  East  Athens  School  is  in 
a  district  by  itself  and  should  be  treated  as  a  separate  unit,  taking 
care  of  all  the  children  to  the  east  of  the  Oconee  River.  All  the 
children  on  the  west  side  of  the  Oconee  River  should  }ye  housed  in  a 
new  building  to  l>e  erected  for  the  High  and  Industrial  School. 

The  detailed  recommendations  follow: 

1.  A  new  huildiuf/  for  the  High  and  Industrkd,  West  Athens,  and 
Newtown  Schools. — Athens  is  justly  proud  of  the  fact  that  it  has 
the  first  and  only  Negro  high  s<:hool  in  Georgia.  Among  the  many 
educational  acliievements  of  Athens  few  are  more  significant  than 
the  development  of  this  school.  The  fine  spirit  of  the  school  and  the 
progressive  and  thorough  work  being  done  there  are  things  of  which 
the  city  may  well  be  proud.  But  even  a  slight  study  of  the  situation 
is  sufficient  to  incUcate  that  the  needs  of  the  school  have  far  outgrown 
tlie  building  and  equipment,  and  that  it  is  now  laboring  under  very 
seriims  handicaps  in  the  matter  of  tools  with  which  to  carry  on  its 
work. 

One  of  the  most  serious  handicaps  is  the  fact  that  the  size  of  the 
school  has  been  decreased  by  taking  the  lower  grades  out  and  sending 
them  to  the  Newtown  School,  a  building  which  should  never  have 
been  used  for  school  purposes.  A  glance  at  the  enrollment  figm'es 
shows  that  ever  since  the  lower  grades  were  taken  out  of  the  High 
and  Industrial  School,  the  net  enrollment  in  the  Newtown  and  High 
and  Industrial  districts  has  fallen  oft'.^*^  For  example,  in  1916-17, 
when  the  High  and  Industiial  School  included  grades  1-11,  the  em-oll- 
rnent  for  the  two  schools  was  546,  whereas  in  1919-20  when  the  High 
and  Industrial  wSchool  had  only  grades  4-11  the  enrollment  for  the 
two  districts  dropped  to  325.  This  falling  off  is  not  due  to  fewer 
children  in  that  part  of  the  city,  for  in  1910-11  there  were  456  west 
of  tlie  Oconee  River  and  in  1919-20  there  were  747,  a  gain  of  291, 
or  64  per  cent  in  10  years.  Moreover,  there  was  no  falling  off  in 
enrollnient  in  the  Newtown  and  Reese  Street  districts  until  the  lower 

w  See  enrollment  in  public  schools,  1913-14  to  1919-20  inclusive,  Appendix  IV. 


30  SCHOOL   BUILUlNti    IMlOCltAM     lOl!    ATIIF.XS,    (lA. 

«:i;ra(les  wore  tak(Mi  out  of  the  llh^h  and  Industrial  School,  1918-19, 
when  the  enrollment  in  the  elementary  grades  for  these  two  districts 
dropped  suddenly.  There  was  no  decrease  in  the  West  Athens  dis- 
trict and  there  was  none  to  speak  of  in  the  East  Athens  district  in 
tliat  yejir.  It  does  not  seem  reasonable  to  suppose  that  the  influenza 
epidemic  hit  this  district  so  much  harder  than  any  other.  Rather, 
it  is  reasonable  to  suppose  that  when  children  are  transferred  to  a 
building  like  the  Xewtown  .School,  they  simj)ly  do  not  go  to  school. 
Failure  on  the  })ait  of  the  city  tt)  provide  modern  school  buildings 
ultimately  always  means  that  fewer  and  fewer  children  get  an  edu- 
cation. Customers  ^vill  not  come  to  a  business  firm  which  is  housed 
in  an  old.  tumble-down,  insanitary  building;  hence  modern  office 
buildings  are  erected.  The  children  are  the  customers  of  the  schools. 
Why  should  they  be  expected  to  go  to  school  in  an  old  insanitary 
building?  What  has  it  to  offer  them?  There  are  no  laws  which 
can  compel  attendance  in  such  a  building  as  the  Xewtown  School. 

The  West  Athens  School  is  a  somewhat  better  building  than  the 
Xewtown  School,  but  it  is  an  old,  wooden  frame  structure,  badly 
constructed,  and  with  no  modem  facilities.  The  cost  of  reconstruct- 
ing it  would  be  out  of  all  proportion  to  the  original  value  of  the 
plant.  Furthermore,  the  number  of  children  in  the  school  is  too  small 
to  justify  erecting  a  new  buildhig  for  it. 

.  In  other  words,  it  is  important  both  from  an  educational  and 
financial  standpoint  to  house  all  the  children  on  the  west  side  of  the 
Oconee  River  in  a  new  building  to  be  erected  on  the  present  High 
and  Industrial  School  site.  This  would  make  a  combination  ele- 
mentaiy  and  high  school,  the  total  enrollment  of  which  would  be 
about  1.200  children,  or  the  minimum  necessary  for  a  modern, 
economical  plant.  The  oiiginal  cost  of  such  a  plant  may  seem  large, 
but  it  should  be  remembered  that  bv  erecting  such  a  school  building 
the  cost  of  maintaining  three  separate  buildings  is  eliminated. 
The  cost  of  this  one  plant  would  not  only  cover  the  cost  of  three 
separate  day  schools  but  it  would  also  provide  for  the  evening  High 
and  Industrial  School.  Therefore,  the  plan  recommended  lepresents 
the  cost  for  four  schools,  not  one.  Furthermore,  such  u  building 
would  provide  a  school  ])lant  for  Negro  children  which  would  not  only 
be  a  credit  to  the  city  but  an  example  to  be  followed  by  all  the  other 
cities  in  the  State. 

The  objection  might  be  made  that  the  consolidation  of  these  three 
schools  in  one  plant  at  the  High  and  Industrial  School  would  neces- 
sitate children  having  to  walk  too  long  a  distance  to  school.  As  a 
matter  of  fact,  however,  no  pupil  under  such  a  consolidation  would 
have'  a  farther  distance  to  walk  than  many  pupils  have  to  walk 
now.  The  districts  at  present  overlap;  for  example,  10  pupils  from 
the  High  and  Industrial  district  go  to  Newtown  School,  and  41  pu])ils 


SCHOOL   BUILDING   PROGRAM    FOR   ATHENS,    GA.  37 

from  the  Newto's\Ti  district  go  to  the  High  and  Industrial  vSchool; 
103  pupils  from  the  West  Athens  district  go  to  the  High  and  Indus- 
trial School,  and  68  pupils  from  the  High  and  Industrial  district 
go  to  the  West  Athens  vSchool.  The  majority  of  pupils  in  the  West 
Athens  district  Vv^ould  not  be  more  than  a  mile  and  a  ouarter  from  the 

J. 

High  and  Industrial  School.  At  the  present  time  there  arc  pupils 
attending  the  Newtown  School  and  the  West  Athens  School  who  live 
a  mile  and  a  half  from  each  of  those  schools. 

The  enrollment  to  be  provided  in  this  combination  elementary 
and  high  school  would  be  as  follows: 

Hieh  and  Industrial  High  School ]  11 

Elementary 1C3 

NeAvtovm ]  82 

West  Athens,  1920 291 

Total 747 

Increase  in  10  years  (39  per  cent) 290 

Increase  in  enrollment  in  West  Athens  due  to  extension  of  territory 109 

Total  (in  29  classes! 1, 146 

Make  this  a  school  of  30  classes,  that  is,  6  high-school  classes  of 
30  pupils  each  and  24  elementary  classes  of  40  pupils  each.  Pro- 
viding merely  for  the  activities  at  present  earned  on  in  the  school, 
the  number  of  classrooms  and  special  rooms  would  be  as  folloAvs:  4 
classrooms  for  the  high-school  students  for  English,  mathematics, 
Latin,  and  history;  12  elem_entary  classrooms  and  12  special  rooms; 
for  example,  1  chemistry  laboratory,  1  physics  laboratory,  5  shops 
(afoundiy,  forge,  machine  shop,  woodworking,  plastering),  1  cooking 
room,  1  sewing  room,  1  mechanical  drawing  room,  1  music  room,  1 
library.  The  school  now  has  all  these  subjects  but  no  adequate 
rooms  or  ecjuipment  with  which  to  teach  them.  There  should  also, 
of  course,  be  an  auditorium  and  2  gymnasiums.  Tliis  would  make 
28  units. 

The  cost  of  28  units  at  $12,000  would  be  $336,000,  and  the  cost  of 
equipment  would  be  $62,000,  making  a  total  of  $398,000.  This 
makes  a  per  pupil  cost  of  $331,  as  over  against  a  per  pupil  cost  in 
the  white  high  school  of  $1,199. 

Under  the  traditional  plan  12  extra  rooms  would  be  needed  at  a 
cost  of  $120,000  and  equipment  $24,000,  making  a  total  of  $144,000 
additional;  or  a  grand  total  of  $542,000  under  the  traditional  plan, 
as  over  against  $398,000  under  the  work-study-play  plan. 

2.  ^4  new  huilding  for  East  Athens  ScJiool. — The  present  building 
for  tliis  school  is  an  old  wooden  frame  structure.  It  was  built  for 
240  cliildren  and  it  contains  429.  There  are  only  6  classrooms  in 
the  building,  and  these  are  nothing  but  bare  rooms  -with  the  black- 
boards so  placed  that  it  is  almost  impossible  for  any  children  except 
those  in  the  front  row  to  read  what  is  written  on  them.     There  is 


38 


SCHOOL   BUILDINC    PROGRAM   FOR   ATHENS,    GA. 


no  principal's  (jdue  or  teachers'  rest  room,  and  altliough  the  school 
is  really  a  social  center  as  well  as  a  school  where  children  are  taken 
care  of  when  they  are  sick  or  poorly  clad,  yet  there  ai'e  no  cloakro<mis 
and  no  rest  room  or  clinic.  There  is  no  shop  or  cooking  room.  <»r 
auditorium  or  play  room. 

A  new  building  should  be  erected  which  would  serve  both  as  a 
schoolhouse  and  a  social  center  for  this  pai't  of  the  town. 

The  enrollment  to  be  provided  for  in  this  school  is  as  follows: 

Present  enrollment 42r» 

Sixth  and  seventh  grades so 

Total 500 

Eighteen  per  rent  inrrease  in  10  year^; 90 

Total  (in  15  classes ) .      599 

This  should  be  a  16-class  school  (640  pupils).  It  will  be  necessary 
to  have,  in  addition  to  an  auditorium  and  a  gymnasium,  S  classrooms 
and  6  special  rooms,  for  example,  2  shops  for  boys,  a  cooking  room. 
1  sewing  room.  1  drawing  and  nature  study  room,  and  1  music  room, 
making  a  total  of  14  units.  The  total  cost  for  this  buUding  would 
be  S2no,00n.  This  represents  more  than  the  $12,000  unit  cost,  be- 
cause a  smaller  building  is  always  more  expensive.  The  equipment 
for  16  units  at  S2,000  would  be  S32,000,  making  a  total  of  S232.000. 
Under  the  traditional  plan  S  additional  classrooms  would  be  needed 
at  a  cost  of  ?80,000,  which,  with  $16,000  for  additional  equipment, 
would  come  to  S96,000.  making  a  total  cost  under  the  traditional 
plan  of  .?328,000,  as  compared  with  S232.000  under  the  work-study- 
play  plan. 


SUMMARY     OF     COST- 


-PERMANENT     BUILDIXO 
SCHOOLS. 


PRCKJRAM     FOR      NEOftl) 


On  basig  of  ow  eleiiietUwy  school    (ind  one   combination  eUmcntary  amd  high  trhooi. 

(o)  WORK-STUDV-PLAV  PLAN— CAPACITY  ANO  COSTS. 


Buildings. 

1                     1 
Number    |                    I 
of  pupil.s    1     Cast  of     1     Cost  of 
accommo-    (Miuipinenl.    buildings. 
datwL 

Tot^  cost. 

New  Iniilfiini;  for  Uizh  an'l  In'liistrial  Schooi.  West 
Athpn"-' '  V ff»wn, 

l,2ll<i           ffi2,0n0  1       S36.000 

$39S, 000 

'.iU                 ..fwpuinjs. 

11.                          s. 

\J                  ••rns. 
1'. 
2  . 
New  liiii                         AthOTW 

640  '          32, 000 

1 

1 

200,000 

232,000 

4  r}---^'-'-  "■'■■, 

4-                 .m.s. 
1;-  .  ,     ;.    111. 
1  (fynuwNiiim. 

Total 

],M0          M.nm        dSTi.noo          tso.ono 

Land 

1(1  omi 

Orand  foiol 

i 

Wl.OOO 

i 

SCHOOL  BUILDING   PKOGKAM  TOR  ATHENS,   GA. 


39 


On  basis  of  one  elemenf.<try  school  and  one  combination  elementary  and  high  school — C'on. 
(6)  TRADITIONAL  PLAN-CAPACITY  AND  COSTS. 


Building. 

Number 
of  pupils 
accommo- 
dated. 

Cost  of 
equipment. 

Cost  of 
buildings. 

Total  cost. 

New  building  for  High  and  Industrial  School,  West 
Athens  and  Newt  own 

1,200 
640 

m\  000 

48,000 

$456,000 
2S0,000 

S542,000 
32S  000 

1,200  pupils. 
30  classes. 
28  classrooms. 
12  special  rooms. 

1  auditorium. 

2  gymnasiums. 

New  building  for  East  Athens 

640  pupils. 
8  classes. 
8  classrooms. 
4  special  rooms. 
1  auditorium. 
1  gymnasium. 

Total 

1,840 

134,000 

736,000  !          S70  OOn 

Land 

10  000 

Grand  total 

8B0, 000 

SUMMARY     OF     COST PERMANENT     BinLDING     PROGRAM      FOR      WHITE 

AND    NEGRO    SCHOOI-S. 

Plan  1.— (a)  WORK-STUDY-PLAY  PLAN— CAPACITY  AND  COSTS. 


Number 
of  pupils 
accom- 
modated. 

Cost  of 
equip- 
ment. 

Cost  of 
buildings. 

Total 

cosi. 

White  schools 

2,652 

$140, 000 

$930, 120 

$1,070,120 

Land 

Negro  schools 

1,840 

94,000 

536, 000 

630,000 

Land 

10  000 

Total 

4,492 

234,000 

1,466,120 

1  710  120 

Pr.AN  1.— (6)  TRADITIONAL  PLAN— CAPACITY  AND  COSTS. 


Wliite  schools 

2,652 
1,840 

198,000 
134, 000 

1,220,120 
736, 000 

1,418,120 

Negro  .schools 

870  000 

Land 

10,000 

Total 

4,492 

332,000 

1,956,120 

2,298  120 

Plan  2.~(o)  WORK-STUDY-PLAY  PLAN-CAPACITY  AND  COSTS. 


Wliite  schools 

2,652 

145,000 

983, 200 

1,128  200 

Land 

5^000 

Negro  schools 

1,840 

94,000 

636, 000 

630,000 

Land 

10,000 

Total 

4,492 

239,000 

1,519,200 

1, 773, 200 

Plan  2.— (6)  TRADITIONAL  PLAN— CAPACITY  AND  COSTS. 


White  schools . .          .                                             

2,652 

210,000 

1,320,240 

1,530  240 

I>and 

5,000 

Negro  schools 

1,840 

134, 000 

736, 000 

870, 0(K» 

Laud 

10, 000 

Total 

4,492 

344,000 

2, 056, 240 

2, 4iri,  240 

wm 


40  SCJIOOL  BUlLDl^;(.i    PKOCRAM    FOK   ATHENS,    UA. 

ATHKNS  HAS  THE  WEALTH  TO  CARRY  OUT  THE  PERMANENT  BUILDING 

PROGRAM  PROPOSED. 

The  taxable  wealtii  of  Athens  at  present  is  given  at  S14,900,000, 
incUiding  the  recently  annexed  territor)-.  It  is  possible  to  bond  the 
city  up  to  7  per  cent  of  the  taxable  wealth,  $1,043,000,  but  there  are 
outstanding  bonds  at  present  for  $720,000,  which  leaves  available 
at  present  for  :i  bond  issue  S323,000. 

Taxable  u-eallh  of  Athens,  Ga. 

Real  property ?8,  530, 125 

Annexcl  territory 1,  400.  000 

Pei"sonal  jiroperty 4,  9b3,  875 

Total  taxable  wealth  at  60  per  cent  property  valuation 14,  900,  000 

Considering  the  fact  that  such  a  small  amount  as  $323,000  is 
available  for  a  school  building  program,  it  would  seem  that  the  pre- 
ceding permanent  building  program,  which  calls  for  a  minimum  of 
81,710,120,  is  far  be^'ond  the  financial  capacity  of  the  city  to  carry 
out.  As  a  matter  of  fact,  however,  if  the  true  wealth  of  the  city 
is  considered,  it  is  not  beyond  the  financial  capacity  of  Athens  to 
carry  out  the  permanent  program. 

At  the  present  time  property  in  Athens  is  assessed  at  60  per  cent 
valuation.  If  it  were  assessed  at  a  100  per  cent  valuation,  the  true 
taxable  wealth  would  be  $24,833,333.  Therefore,  the  amount  of 
money  avaihtble  for  bonds,  at  7  per  cent  of  the  taxable  wealth, 
would  be  $1,738,333.  Deducting  the  $720,000  for  outstanding 
bonds,  there  would  be  left  $1,018,333  available  for  a  bond  issue,  if 
property  were  assessed  at  a  100  per  cent  valuation. 

The  fact  remains,  however,  that  property  at  present  is  not  assessed 
at  100  per  cent  valuation,  and  therefore  only  $323,000  is  available 
for  school  building  purposes  this  year.  Consequently,  a  school 
building  program  has  been  worked  out  on  the  basis  of  the  expendi- 
ture of  the  $323,000  now  available.  In  planning  such  a  program 
two  things  hnxQ  been  borne  in  mind — to  give  relief  to  the  schools 
whcje  the  need  is  most  pressing  and  to  work  out  the  program  so 
that  it  will  fit  into  the  permanent  building  program,  thus  avoiding 
Waste  in  future  building  plans.  Recommendations  for  a  building 
program  on  the  basis  of  the  proposed  bond  issue  will  now  be  given. 

RECOMMENDATIONS   FOR   A   BUILDING    PROGRAM    PLANNED   ON   THE 
BASIS  OF  A  BOND  ISSUE  OF  $323,000. 

It  is  obvious  that  almost  any  one  of  the  new  buildings  planned 
would  take  most  of  the  money  now  available  to  meet  the  needs  of 
all  tlie  schools.  Therefore  it  is  undesirable  to  erect  any  one  of  the 
buildings  in  toto  with  the  funds  available  in  this  bond  issue,  since 
that  would   make  it  impossible  to  give  all  the  children  increased 


SCHOOL   BUILDIXG   PE0GEA:M   FOE   ATHENS,    GA.  41 

educational  advantages.  The  funds  have  been  so  distributed  in 
the  following  building  program  that  all  children  A^-ill  get  the  oppor- 
tunity for  healthy  work  and  play  as  well  as  study  in  good  classrooms. 
It  is  possible  to  accomplish  this  (1)  by  erecting  parts  of  each  of  the 
buildings  proposed  and  erecting  them  in  such  a  way  that  they  can 
be  added  to  later  on  when  additional  funds  are  available;  (2)  by 
erecting  modern  portable  units  not  only  in  the  form  of  classrooms 
but  of  auditoriums,  gymnasiums,  shops,  cooking  rooms,  and  science 
rooms,  so  that  all  children  may  have  the  opportunity  for  these 
activities  whether  they  are  in  temporary  or  permanent  structures. 

THE    SCHOOLS    MOST    IX    NEED    OF    RELIEF. 

Baxter  .School,  Oconee  School,  and  the  combination  elementary 
and  high  school  for  Negro  children  are  the  schools  which  need  relief 
immediately;  the  Baxter  School  because  the  building  is  utterly  unfit 
for  school  purposes,  and  is  in  far  worse  condition  than  any  other 
white  school;  the  Oconee  School  because  the  congestion  there  is 
greater  than  in  any  other  white  school;  and  the  combination  ele- 
mentary and  high  school  for  Negro  children,  because  by  starting 
this  building  the  needs  of  three  schools  can  be  taken  care  of  at  once, 
whereas,  if  this  were  not  done,  it  would  be  necessary  to  go  to  the 
expense  of  three  sets  of  portable  buildings,  which  would  be  an 
economic  waste. 

Both  Childs  and  College  Avenue  Schools  are  fairly  modern  build- 
ings, and  if  organized  on  the  work-study-play  plan  there  is  plenty  of 
room  in  these  buildings  not  only  for  present  enrollment  but  for 
growth  for  five  years.  The  only  additions  needed  would  be  a  portable 
auditorium  and  gymnasium.  No  permanent  building  should  be 
provided  for  Nantahala  pending  its  inclusion  in  the  new  school 
building  which  should  be  erected  for  Childs,  College  Avenue,  and 
Nantahala,  but  special  facilities  can  be  given  to  these  children  by 
means  of  modern  portable  auditorium,  gymnasium,  and  shops. 
The  needs  of  East  Athens  can  also  be  taken  care  of  by  the  addition 
of  special  facilities  until  a  new  building  can  be  put  up  under  the 
permanent  building  program. 

RECOMMENDATIONS    FOR    THE    WHITE    SCHOOLS. 

1.  ^4  new  huilding  for  Baxter  Scliool. — The  enrollment  to  be  pro- 
vided for  m  this  school,  allowing  for  11  ner  cent  mcrease  m  10  vears, 
is  338  children,  or  8  classes.  The  whole  of  the  building  recommended 
in  the  permanent  buildmg  program — 4  classrooms,  1  shop  for  boys, 
1  cooking  room,  1  nature-study  and  drawing  room,  1  music  room, 
auditorium,  and  gymnasium — can  be  erected  with  the  exception  of 
the  auditorium  and  gymnasium.     The  cost  would  be  So7,960.     (See 


42  SCHOOL  BUILDING   PBOGRAM   FOR   ATHENS,   GA. 

Exliibit  C  for  plan  of  building.)  The  equipment  would  bo  $8,500, 
making  the  total  cost  of  the  building  $66,460.  It  is  possible  to 
secure  a  portable  auditorium  30  by  60  feet,  fully  equipped  with 
opera  chairs  and  stage,  for  $3,500,^^  and  a  portable  gymnasium  for 
the  same  amount.  These  units  are  eminently  satisfactory,  well 
lighted,  well  heated,  and  well  adapted  to  the  purposes  for  which 
they  are  built.  The  total  cost,  then,  for  Baxter  School  would  be 
$73,460. 

Under  the  traditional  plan,  four  additional  rooms  would  be  needed 
at  a  cost  of  $40,000,  which,  with  $2,000  for  additional  equipment, 
makes  a  total  of  $42,000,  or  a  grand  total,  under  the  traditional  plan, 
of  $115,460.  which  would  be  prohibitive  with  the  funds  available 
in  the  present  bond  issue. 

2.  .1  7ieu-  hnilding  for  Oconee  School. — The  enrollment  to  be  pro- 
vided for  in  this  school  is  as  follows: 

Present  enrollment,  srades  J-6 250 

Estimated  number  in  .seventh  and  eighth  grades 80 

Total 330 

44  per  cent  increase  in  10  >'ears 145 


Total  in  1 2  classes 475 

As  was  pointed  out  in  the  p(Tmanent  building  program,  six  class- 
rooms would  be  needed  under  the  work-study-play  plan.  The  school 
should  also  have  one  auditorium,  one  gymnasium,  a  nature  study 
room,  manual-training  room,  and  drawing  room.     This  makes  10  units. 

There  are  available  in  the  existing  building  6  cliissrooms.  The 
addition  proposed  would  be  added  at  the  rear  of  the  building,  after 
the  two  rear  classrooms  had  been  torn  down.  This  building  would 
contain  six  units,  an  auditorium,  and  gymnasium. 

The  whole  of  this  addition  with  the  exception  of  the  auditorium 
and  gymna,>^ium  could  be  erected  with  the  funds  available  in  the 
pr('>>^Mit  bond  issue.  The  cost  of  the  building  minus  the  gy^nnasium 
and  auditorium  would  be  $45,000  and  the  equipment  $7,500,  making 
a  total  cost  of  S52,.500.  It  would  be  necessary  to  erect  a  portable 
auditorium  for  $3,500  and  a  portable  gymnasium  for  the  same 
amount,  making  a  total  cost  for  this  school  of  $59,500.  The  only 
difference  from  tiic  })]:in  proposed  in  the  permanent  building  program 
would  be  that  the  auditorium  and  gvmnasium  would  be  in  portable 
buildings  for  the  present. 

Under  the  traditional  plan  six  more  classrooms  would  be  ne(>ded, 
$60,000,  with  $3,000  for  e(|uiprn(!nt,  making  $63,000,  or  a  total  of 
$122,500. 

3.  ChUds  Street  School. — This  school  is  now  housed  in  a  compara- 
tivel}'  new  school  building,  fairly  modern.     It  has  eight  classrooms 

•'Cost  ri  portable  auditorium  S1,S00,  foundation  and  cost  of  erection  $700,  installation  of  electric 
lights,  phimbin;;,  and  beating,  approximately  $1,000. 


SCHOOL   BUILDIK-Q   PKOGEAM   FOR   ATHEXS,   GA.  43 

and  three  rooms  in  the  basement,  one  now  used  as  a  classroom  and 
another  as  a  cooking  room,  with  a  small  room  for  sewing.  There 
is  also  a  vacant  room  in  the  basement,  which  could  be  used  as  a 
shop.  The  enrollment  is  now  410  pupils,  and  a  20  per  cent  increase 
in  five  years  would  make  492  pupils,  or  12  classes  to  provide  for. 

Under  the  work-study-play  plan  six  classrooms  would  be  needed, 
and  there  should  be  four  special  rooms — for  example,  one  manual- 
training  shop,  one  nature-study  room,  one  cooking  room,  and  one 
drawing  room.  This  makes  a  total  of  10  units,  but  there  are  already 
11  rooms  in  the  building.  The  eleventh  room  could  be  used  for  a 
library  if  so  desired,  or  a  music  room,  or  a  teachers'  rest  room. 
Therefore,  the  only  thing  to  provide  for  in  this  school  is  a  portable 
auditorium  and  gymnasium,  $7,000.  There  is  plenty  of  space  on 
the  grounds  for  the  erection  of  these  two  miits. 

It  will  be  necessary,  however,  to  have  equipment  for  the  boys' 
shop,  $2,000,  and  for  the  cooking  room,  S3,000.  Furthermore,  an 
additional  item  of  $5,000  should  be  provided  for  repairs  around  the 
building,  for  the  toilets,  etc.,  and  for  equipment  for  the  playground. 
The  total  cost  for  this  school  under  the  work-study-play  plan  would 
be  as  follows: 

Movable  auditorium §3,  500 

Movable  gymna^um 3,  500 

Equipment  for  boys'  shop 2, 000 

Equipment  for  cooking  so  it  ca.n  be  used  as  a  cafeteria 3,  000 

For  repairs,  plumbing,  playground  equipment,  etc 5, 000 

17,000 

Under  the  traditional  plan  it  would  be  necessary  to  have  6  addi- 
tional portable  classrooms  at  a  cost  of  eS  1,000  each,  which  would  make 
the  total  cost  under  the  traditional  plan  $23,000. 

4.  College  Avenve  School. — This  school  is  also  housed  in  a  com- 
paratively new  building  of  13  rooms.  As  a  permanent  proposition  it 
would  be  most  undesirable  to  keep  two  small  buildings  like  the  College 
Avenue  and  Childs  Street  Schools,  but  inasmuch  as  the  amount  avail- 
able in  the  bond  issue  is  so  limited,  it  will  be  necessary  to  use  this 
building  for  the  time  being,  and  there  is  ample  room  in  it  if  the 
school  is  organized  on  the  work-study-play  plan. 

The  present  enrollment  is  429  pupils.  Make  it  into  a  12-class 
school.  There  has  been  practically  no  increase  in  the  past  10  years, 
due  to  the  fact  that  the  children  have  been  transferred  to  the  Childs 
Street  School;  under  the  work-study-play  plan  it  would  be  necessary  to 
have  6  rooms  and  4  special  room.s,  1  manual  training  shop,  1  nature 
study  room,  1  cooking  room,  and  1  drawing  room,  or  a  total  of  10  units. 

But  this  building  has  13  rooms.  Therefore,  10  of  them  can  be 
used  for  the  classrooms  and  special  rooms  and  the  partitions  be- 
tween the  cooking:  room  and  the  2  rooms  on  either  side  of  it   on  the 


"■b 


44  SCHOOL  BUILDING   PROGRAM   FOR   ATHENS,   GA. 

second  floor  can  be  torn  out  and  these  3  rooms  made  into  an  audito- 
rium. A  portable  gymnasium  should  be  put  up  on  the  grounds  to  the 
north  of  the  building.  Additional  equipment  ^vill  bo  needed  and  the 
adilitioiial  cost  w\\\  be  as  follows: 

Gymnasium $3, 500 

Equipment  for  shop 2,  000 

Equipment  for  cooking  room i'.  000 

Playirround  equipment,  ete 2, 000 

Repairs 2, 000 


Total ...11,500 

Under  the  traditional  plan  6  more  classrooms  would  be  needed, 
S6,000,  and  there  is  no  space  on  the  school  grounds  on  ■vrhich  to  erect 
them.     The  total  cost  would  be  S17,o00. 

').  Xantaliala  School. — This  district  needs  not  only  adequate  class- 
room facilities  but  a  school  plant  which  will  be  a  social  center  for  the 
neighborhood.  It  needs  particularly^  an  auditorium  for  meetings, 
plays,  etc,  and  a  gymnasium  for  recreation  in  the  evening  as  well  as 
in  the  day.  But  the  school  is  too  small  to  justify  the  erection  of  a 
permanent  building  now,  in  view  of  the  fact  that  in  a  permanent 
building  program  Nantahala  should  be  combined  with  Childs  and 
College  Avenue  and  the  seventh  and  eighth  grades  of  Baxter  in  a 
new  building  on  Chase  Street. 

It  is  important,  however,  that  the  children  in  these  schools,  pending 
the  erection  of  such  a  building,  should  have  facilities  for  shops,  nature 
study  rooms,  auditoriums,  and  gymnasiums,  and  it  is  possible  to 
provide  such  facilities  by  the  addition  of  portable  units  equipped  for 
these  activities. 

The  net  enrollment  at  present  is  220.  Allowing  for  14  per  cent 
inr-rcase  in  five  years,  at  which  time  a  permanent  building  program 
should  be  carried  out,  there  are  250  children,  or  eight  classes,  to  pro- 
vide for.  Four  classr()(»ms  and  four  special  rooms  would  be  sufficient. 
At  present  there  are  available  six  rooms,  i.  e.,  counting  as  one  the  two 
rooms  that  were  originally  made  out  of  one.  Four  of  these  rooms 
could  be  used  as  classrooms,  one  could  be  used  as  a  nature  study  room, 
and  one  as  «  drawing  room.  It  would  then  be  necessary  to  provide 
portable  buildings  fcir  tlic  folliming  units: 

Auditorium $3,500 

<;ymnasiuni 3.  r>00 

^hop 2,000 

< 'oolvinp  room 3^  000 

Hepairsand  play  erpiipment 2.000 


Total 11,000 

L  nd«'r  the  traditional  plan  lour  more  classrooms  would  be  needed, 
$1,000.  making  a  total  cost  of  $18,000.  About  S.5,000  would  be 
needed  for  jidditional  land  under  the  work-study-play  plan  and 
S20.()00  under  the  traditional  plan. 


SCHOOL   BUILDING   PEOGRAM    FOR   ATHENS,    GA.  45 

NEGRO    SCHOOLS. 

Two  alternate  plans  are  submitted  for  the  Negro  schools.  The 
first,  which  would  be  by  far  the  most  economical  in  the  long  run,  has 
been  worked  out  on  the  basis  of  providmg  for  two  Negro  schools,  one 
at  East  Athens  and  one  on  the  present  High  and  Industrial  School 
site.  This  latter  school  would  be  a  consolidation  of  the  High  and 
Industrial,  West  Athens,  and  Newtown  Schools,  and  it  is  proposed 
that  the  first  floor  of  the  new  building  recommended  in  the  perma- 
nent building  program  be  erected  now  to  accommodate  these  pupils. 
The  second  plan  is  worked  out  on  the  basis  of  providing  for  three 
Negro  schools — one  at  East  Athens,  one  at  West  Athens,  and  one  at 
the  High  and  Industrial,  which  would  combine  the  High  and  In- 
dustrial and  Newtown  Schools. 

PLAN   1. 

1.  ^4  new  building  for  the  High  and  Industrial  School  and  West 
Athens  and  Newtown  Schools. — The  enrollment  to  be  provided  for 
in  these  three  schools  is  as  follows: 

High  and  Industrial: 

High  school Ill 

Elementary 163 

Newtown 182 

West  Athens,  1920 291 


Total 747 

Increase  in  10  years  (39  per  cent) 290 

Increase  in  enrollment  in  West  Athens,  due  to  extension  of  territory 109 


Total  (in  29  classes) 1, 146 

Over  a  10-year  period  this  should  be  counted  as  a  1,200  pupil,  or  a 
30  class  school,  but  the  actual  number  to  be  provided  for  at  present 
would  be  856  pupils,  of  whom  745,  or  20  classes,  are  elementary 
school  pupils.  It  will  be  necessary,  then,  to  provide  4  rooms  for  high- 
school  pupils — for  English,  mathematics,  Latin,  and  history — and  10 
classrooms  under  the  work-study-play  plan  for  the  20  elementary 
classes. 

The  present  building  has  8  classrooms '  and  1  small  room  in  the 
basement  used  as  a  shop.  There  is  also  an  additional  building  with 
a  cooking  room  and  sewing  room.  By  erecting  the  outer  perimeter 
of  the  first  floor  of  the  proposed  new  building  for  this  school  (see 
diagram  of  building  in  Exhibit  A),  12  permanent  rooms  would  be 
provided,  which  could  be  used  either  as  classrooms  or  as  shops. 
These  12  rooms,  with  the  11  already  available,  would  make  23  units. 
Fourteen  of  these  would  have  to  be  used  as  classrooms,  as  indicated 
above.  This  would  leave  the  shop  in  the  basement  of  the  present 
building,  the  present  cooking  and  sewing  room,  and  six  units  in  the 
new  building  which  would  be  used  for  special  activities — one  for 


46  SCHOOL   BllLDlNG    PKOClRAM    FOR    ATHENS,    GA. 

science,  one  for  drawinti:,  and  four  for  shops,  making,  witli  tlio  existing 
facilities;,  nine  special  activity  rooms  for  the  whole  school. 

'ITie  cost  of  erecting  this  portion  of  the  permanent  building  would 
be  ?!7S,r)31.  the  equipment  would  be  S27,000,  making  a  total  cost  of 
$105,631.  It  would  he  necessary  to  have  a  porta]>le  gymnasium  and 
auditr>rium,  $7,000,  and  it  would  also  be  necessary  to  set  aside  $5,000 
to  buy  ad<iitional  land  for  the  building  and  playground.  This  makes 
a  total  cost  of  §112,631  for  the  building  and  equipment  and  $5,000 
for  the  land. 

It  would  appear  from  these  figures  as  though  more  money  were 
being  spent  on  this  one  school  than  on  any  other  it-em.  but  it  should 
be  remembered  that  this  amount  of  money  is  being  spent  on  three 
schools.  As  a  matter  of  fact,  the  per  capita  building  cost  for  this 
school  is  only  SOS,  as  over  against  $125  for  the  addition  to  Oconee 
School,  and  S250  for  the  Baxter  School;  and  if  the  night  school,  v,ath 
its  enrollment  of  200,  is  counted  in,  as  it  should  be,  the  per  capita 
cost  would  be  even  less.  In  other  words,  the  most  economical 
method  of  meeting  the  very  great  congestion  in  the  Negro  schools 
is  by  consolidating  these  three  schools  in  a  modem  up-to-date  plant, 
the  first  floor  of  which  can  be  erected  at  this  time.  But  such  con- 
solidation without  adequate  accommodations  would  be  out  of  the 
question. 

It  would  be  desirable  to  erect  this  part  of  the  permanent  building 
for  these  three  Negro  schools  at  the  earliest  possible  date,  not  only 
because  it  is  the  best  solution  of  the  housing  problem,  both  from  an 
educational  and  a  financial  standpoint,  but  also  because  such  an 
addition,  with  adequate  shop  facilities,  will  greatly  aid  in  carrying 
out  the  rest  of  the  building  program.  The  shop  work  done  in  this 
school  is  exceptionally  good,  and  there  is  no  reason  why  the  erection 
of  the  portable  buildings,  both  for  this  school  and  the  other  schools, 
shouI<l  not  he  currie^l  on  as  part  of  the  practical  shop  work  of  the 
High  and  Industrial  School.  This  would  be  desirable  from  an  edu- 
cational standpoint  for  the  student  in  the  High  and  Industrial  School, 
and  would  make  the  erection  of  the  portable  buildings  more  eco- 
nomical than  would  otherw^ise  be  the  case. 

I  ruler  the  traditional  plan  it  would  be  necessary  to  have  10  addi- 
tional classrooms,  at  a  cost  of  nearly  -S  100,000,  with  $10,000  for 
equipment,  making  an  additional  $110,000,  or  a  grand  total  under 
the  traditioMHl  plan  of  ?'222.<;.S1,  which  would  make  the  erection  of 
this  building  impossible  under  the  present  l>ond  issue. 

NU^fBER  OF  TEACnERS   NEEDED   IN   THE   CONSOLIDATION   OF  TIIE   lUGH 
AND    INDT  STRIA L    SCHOOL,    WEST   ATHENS    AND    NEWTOWN. 

The  (juestion  might  be  raised  as  to  whether  there  are  sullicient 
teachers  for  this  consolidation.  At  present  in  the  three  schools 
there  are  15  regular  teachers  and  4  specials,  or  19  hi  all,  and  3  princi- 


SCHOOL  BUILDING  PROGRAM  FOR   ATHEliTS,   GA.  47 

pals.  Under  the  consolidation  under  the  work-study-play  plan,  there 
would  be  needed  in  addition  to  the  principal  of  the  whole  school, 
4  high-school  teachers,  10  elementary  teachers,  and  5  special  teach- 
ers— science,  drawing,  head  of  manual  work,  cooking,  sewing — ex- 
clusive of  the  other  4  shop  teachers;  1  auditorium  teacher,  and  2 
gymnasium  teachers.  That  makes  a  total  of  22  teachers,  exclusive 
of  the  4  shop  teachers.  But  there  are  available  22  teachers  in  addi- 
tion to  the  principal,  so  that  there  are  at  present  available  sufficient 
teachers  for  the  consolidated  school  with  the  exception  of  a  super- 
visor for  the  primary  grades  and  the  4  shop  teachers. 

With  regard  to  the  shop  teachers,  it  is  recommended  that  the  plan 
carried  out  in  some  school  systems  of  employing  regular  artisans  for 
this  work  be  adopted  in  this  school.  Under  such  a  plan  the  men 
who  teach  shop  work  are  artisans  who  are  employed  to  work  8  hours 
a  day  to  do  the  repairs  and  construction  about  the  building,  and  the 
boys  who  elect  to  work  with  them  on  this  practical  work.^^  Under 
such  a  plan  there  is  no  danger  of  shop  work  degenerating  into  an 
academic  subject,  as  too  often  happens.  Furthermore,  under  such 
a  plan  the  shop  work  can  be  made  self-supporting,  as  is  done  in  some 
school  systems. 

2.  East  Athens  School. — The  present  enrollment  in  the  East  Athens 
School  is  429  pupils.  With  a  10  per  cent  increase  for  5  years  it  would 
be  471,  or  12  classes.  It  is  impossible  to  erect  even  a  part  of  the 
permanent  building  for  this  school  with  the  present  bond  issue,  but 
it  is  possible  to  give  modern  school  facilities  to  the  children  in  portable 
shops,  auditorium,  and  gymnasium. 

Under  the  work-study-play  plan  it  would  be  necessary  to  have  six 
classrooms  and  four  special  rooms,  together  with  an  auditorium  and 
gymnasium.  There  are  at  present  available  in  the  building  six 
rooms.  Two  of  the  best  of  these  rooms  could  be  used  as  classrooms, 
the  others  could  be  used  for  shops.  It  would  then  be  necessary  to 
erect  portable  units  as  follows: 

One  auditorium $3,  500 

One  gymnasium 3,  500 

Four  classrooms 4,  000 

Equipment  for  shop 1,  000 

Equipment  for  cooking 2,  000 

14,  000 

General  repair 2,  000 

To  make  it  a  unit 4,  000 

Total 20,  000 

The  total  cost  of  this  building  would  be  $20,000.  Under  the 
traditional  plan  six  more  classrooms  would  be  needed,  at  a  cost  of 
$6,000;  total,  $26,000. 

"The  productive  shop  work  in  the  public  schools  of  Gary,  Ind.,  is  one  example  of  how  such  work 
has  been  organized. 


48 


SCHOOL  BUrLniNO   PROGRAM  TOR   ATHENS,   GA. 


PI^N    2    FOR    NEGRO    SCHOOLS. 

Tlio  |)i(\ii;rain  for  the  Negro  schools  above  clescribcd  is  strongly 
recominemied  as  the  most  economical  and  satisfactory  l)iiil{ling  pro- 
gram for  the  funds  available.  Plan  2  providing  for  three  Negro 
schools  instead  of  two  would  necessitate  temporary  portable  struc- 
tures for  the  High  and  Industrial  School  and  West  Athens  School, 
niul  would  be  expensive  in  the  long  run.  The  cost  for  the  Negro 
schools  under  such  a  plan  would  be  S101,000  instead  of  S132,631,  but 
there  would  be  the  additional  cost  of  maintaining  three  plants  instead 
of  two.  Furthermore,  when  the  schools  are  combined  and  a  new 
building  erected,  the  city  would  be  left  with  $55,000  worth  of  por- 
table l)uil(lings  on  its  hands,  which  is  more  than  the  original  difference 
in  cost  between  the  two  plans. 

SUMMARY    OF    COST     OF     BUILDIXG     PROGRAM     ON    THE    BASIS    OF    THE 

$323,000    BOND    ISSUE. 

Plan  1. 

(a)  WORK-STUDY-PLAY  PLAN— CAPACITY  AND  COSTS. 


Buildings. 

Number 
of  pupils 
accommo- 
dated. 

Cost  of 
equipment. 

1         " 
bS?ri.  ;  Total  cost. 

1 

WHITE  SCHOOL.S. 

New  biiildiiiR  for  Baxter  School 

320 
480 
4S0 

480 
3-20 

$8,500 
7,500 
5,(X)0 

6,000 

$64,960 
52,000 
12,000 

5,500 

73,460 

320  pupils. 

K  dasseji. 

4  clas.-rooms. 

4  spot'ial  rooms. 

1  portable  anditorium 83,500 

1  p<irtal)li- nviiina'^iiini 3  500 

Ai>  adrlnioii  for  Oconee  .School 

59.500 

4M1  iMipils. 
IL'clas.sc.s. 

0  flfis.-- rooms. 

4  specrial  rooms. 

1  jiortablc  audit  oriuni %.\  500 

I  [iiirtablc  px-mnasiuin  :i,.'iO0 

Twi,  i„,r.,i,:..,  for  C'hilds  .School 

17  000 

1  Hiidiiorium i'J  500 

1  pvmiiasiiiin 3.500 

■nt.sho) 2000 

i.t,c(Kjkiiig .•j',000 

,5  000 

file  1                  r  College  Avenue 

11  500 

12  classes. 

1  ;".nif!T.ium                                           ^^,,^00 

■  nl.  shoi. 2  000 

nt.  ((loking i.iroa 

I  layproiiiid                                                     L'.OOO 
'■' "lirs 2  ()00 

Fo«i'                  for  .Nail tahala 

14,000 

14  000 

1;, 

1  auditorium                                                  $.{  -,oo 

1  (;vmiia.«iimi                                                   ;\  ,ViO 

;    ""J'. S.im 

1  cooking  room H.noo 

|{rpajr<. L',  (XO 

Total 

2, 0^0             27,000            14S.460 

175,460 
5.000 

Land 

1 

Total  for  white  schools 

1                         1 

180,460 

SCHOOL   BUELDIXG    PROGRAM   FOR   ATHENS,    GA. 


49 


Plan  1 — Continued . 
(a)  WORK-STUDY-PLAY  PLAN— CAPACITY  AND  COSTS. 


Buildings. 

Number 
of  pupils 
accommo- 
dated. 

Cost  of 
equipment. 

Cost  of 
buildings. 

Total  cost. 

NEGRO  SCHOOL.S. 

One  floor  of  new  building  for  High  and  Industrial 

School ,  West  Athens  and  Nevtown  Schools 

1,200  pupils. 

3(1  ela^ises. 

6  classrooms. 

especial  rooms. 

1  portable  auditorium.       ...                      $3  500 

1.200 
4S0 

?27,0«0 

?S5,631 

$112,631 

1  portable  gymnasium 3,500 

3.000             17.000 

Si\  portables  for  East  Athens 

20,000 

4>i0  pupils. 
12  c  asses. 

1  auditorium $3. 500 

1  gymnasium 3,500 

i        ■              i 

4  classrooms 4, 000 

Equipment,  shop 1, 000 

Equipment ,  cooking 2, 000 

Repairs 2. 000 

To  make  single  unit  of  building 4, 000 

1 

] 

Total 

Land 

1,680             30,000           102,631 

132, 631 
5.000 

Total  for  Negro  schools 

1,680  :          30.000  1         102,631 

137,631 

Grand  total  for  white  and  Negro  schools 

3,760 

,          57, 000 

251,091 

318,091 

(6)   TRADITIONAL   PLAN-CAPACITY   AND  COSTS. 


WHITE  SCHOOLS. 

New  building  for  Baxter  School 

320 
480 
480 

4S0 

320 

$10,500 

10, 5(X) 

5,000 

6, 000 

1105,960 

112,000 

18,tM30 

11,500 

15,000 

$116,460 

320  pupils. 

8  classes.  . 

8  classrooms.      ^ 

4  spec-ial  rooms. 

1  t)ortable  auditorium 

S3, 500 

1  portable  gymnasium 

3, 500 

An  addition  for  Oconee  School _   .   . . . 

122,500 

480  pupils. 
12  c  asses. 
12  classrooms. 
4  special  rooms. 

1  portable  auditorium 

1  portable  gymnasium 

$3,500 

X  5m 

Eight  portables  for  Childs  School .  . 

23,000 

480  pupils. 
12  classes. 

1  portable  auditorium 

1  portable  gymnasium 

li  classrooms 

Equipment,  shop 

Eouitiment.  cookine 

$.3,500 

3, 500 

(i.OOO 

2,000 

3  000 

Repairs 

Seyen  portables  for  College  Avenue 

'.'.'.'.'.     .VXK) 

17  .500 

480  pupils. 

12  classe.s. 

1  portable  gymnasium . 

.  S3  500 

6  portable  classrooms • 

Equipment,  shop 

Equipment,  cooking 

E()uipment,  play 

Repairs 

Ei{,iit  portables  for  Nantahala 

<i,000 

2,000 

.;...    2,000 

2. 000 

2, 000 

18,000 

320  pupils. 
8  classas. 

1  portable  auditorium 

1  portable  gymnasium .... 

§.3.500 

3  500 

4  portable  classrooms 

1  shop 

1  cooking  room 

4,000 

2, 000 

3, 000 

Repairs 

2, OOO 

Total 

2,080 

32,000 

260,460 

297,460 
20,000 

Land 

Total  for  white  schools 

2,080 

32,000 

265, 41)0 

317, 460 

50 


SCHOOL   BUILDING    PROCiRAM    FOE    ATHliXS,    GA. 


Plan  1 — Contiiuied. 
(6)  TRADITIONAI.  I'LAX  -  CAPACITY  AND  COSTS-ConUmied. 


KiiiitLinss. 

Number 
of  pupils 
accommo- 
dated. 

Cost  of 
equipment. 

Cost  of 
buildings. 

Total  cost . 

VEC.RO  SCHOOLS. 

Two  floors  of  now  huildinR  for  High  and  Indu-strial, 
Wost  \ t?i*'ns  liii J  Xi*\vtt>u'n       .   .   ..... ...-- 

1, 200          $37. 000 

$185,631 
23,000 

S222,63l 

1 

i'                    :is. 

I.                     >ins. 

1  I..,r:                 '  ■    - -im $3,500 

480 

3,000 

1  port                            m 3,500 

Twelvr  ^^ ■'             .^.,'■  .....  -Vthen.^ - 

26,000 

1- 
1- 

1  ;>U(iiUiriani $3,  oOO 

1  pvninnsjum 3, 500 

1                   ins 10,000 

1.                ;r,shop 1,(100 

Ki|iii|.ij!i-iit,  cooking 2.(XX> 

Repairs .' 2.(K)0 

To  make  single  unit  of  building 4,000 

Total 

1,680 

40,000 

208,031 

248,631 

T^md 

5,000 

Total  for  Negf  i  slI.ooI- 

1,080 

40,000 

208,631 

253, 031 

Grand  total  for  white  and  Negro  schools 

3,760 

72,000 

474,091  j          571,091 

Plan  2  is  given  chiefly  in  order  to  illustrate  the  expense  of  patch- 
work methods  and  of  maintaining  a  number  of  small  plants.  It  is 
»trongiy  iirgrd  that  it  should  not  he  adopted. 

NEGRO    SCHOOLS — PLAN    2 NOT    RECOMMENDED    FOR     ADOPTIOX. 

\.  An  addition  of  portable  hinldinrja  to  th-e  Hi/jh  and  Indnstrial 
Sdtool. — The  High  and  Industrial  School  and  Newtown  School  should 
be  consolidated  and  the  children  sent  to  the  High  and  Industrial. 
A  number  of  portable  buildings  could  be  erected  and  made  into  a 
single  building  and  enough  land  bought  to  square  the  lot  on  which 
the  High  and  Industrial  School  now  stands.  The  number  of  classes 
to  be  provided  for  would  be  as  follows : 

Enrollment: 

High  and  industrial — 

1  fiph  whool Ill 

ElfUK-ntary 163 

Newtown 182 


Total 

Twenty  per  cent  increase  in  5  yearp. 


Total  fin  11  ilasses). 


45G. 
91 

547 


This  makes  a  school  of  4  high-school  classes  and  11  elementary 
classes.  Under  the  work-study-play  plan  it  would  be  necessar^^  to 
have  the  following  accommodations:  One  auditorium,  1  gymnasium, 
4  chis.srooms  for  the  high  school,  and  6  for  the  elementary  classes, 
or  a  total  of  10;  special  rooms.  1  chemistry  laboratory.  1  physics 
lab«»ratory,  5  shops — wockI working,  forge,  painting  and  plastering, 
brick  masonry  (these  already  exist  for  evening  school  students,  but 


SCHOOL   BUTLDIXG   PROGRAM   FOE   ATHENS,    GA. 


51 


they  are  scattered  over  the  city  in  private  shops),  1  cooking  room 
for  girls,  a  dressmaking  room,  1  nm'se  trauiing  room,  1  mechanical 
drawing,  and  1  music  room.  This  makes  12  units,  or  a  total  of  22 
units  needed.  There  are  available  8  classrooms  in  the  present  build- 
ing and  2  rooms  for  cooking  and  sewing  in  an  annex.  The  room 
now  used  in  the  basement  of  the  present  building  for  a  workshop 
could  be  used  as  a  storeroom  and  stockroom. 

The  eight  rooms  in  the  present  building  can  be  used  for  classrooms, 
and  for  the  present  the  cooking  and  sewing  rooms  can  still  be  used 
for  that  purpose  if  additional  equipment  is  provided.  That  leaves 
12  rooms  to  be  provided.  This  can  be  done  by  erecting  modern 
portable  buildings.  These  buildings  can  be  secured  in  the  form  of 
an  auditorium,  gymnasium,  classrooms,  and  special  rooms,  and  ail 
of  them  can  be  so  set  up  as  to  form  a  single  building  with  a  corridor 
do^^Tl  the  center,  with  a  principal's  office,  store,  heating  plant, 
showers,  and  toilets.     The  cost  would  be  as  follows: 


One  auditorium S3,  500 

One  gymnasium 3,  500 

Two  classrooms 2, 000 

Two  science  laboratories 1,  000 

Five  shops: 

Woodworking 2,  000 

Forge 4,  000 

Machine  shop 7,  000 

Painting  and  plasteritig 500 

Brick  masonry 500 

Additional  erjuipment  for  cooking 

and  sewing 2,  000 

One  mechanical  drawing  room. . .  2, 000 

One  music  room 2, 000 

One  nurse  training  room 2, 000 


To  make  these  units  into  a  single 

building  with  heating  plant $10, 000 

45, 000 
300  rno<lern  single  seats  and  desks 
to  replace  the  present  double 
desks 3, 000 


48, 000 
Repairs 3,  000 


51,000 
Additional  land 5,  000 


Total 50,000 


35,000 


Under  the  traditional  plan  it  would  be  necessary  to  have  six  addi- 
tional classrooms  at  a  cost  of  S6,000,  or  a  total  of  $57,000. 

2.  Portable  huildings  for  the  West  Athens  School. — The  enrollment 
in  the  West  Athens  School  in  1921  was  400,  or  10  classes.  Allowing 
for  growth  of  2  classes,  it  would  be  necessary  to  provide  for  480 
pupils,  or  12  classes.  Under  the  work-study-play  plan  it  would  be 
necessary  to  have  6  classrooms,  4  special  rooms,  an  auditorium,  and 
a  gymnasium.  There  arc  available  in  the  present  building  6  rooms. 
With  this  it  wall  be  necessary  to  erect  4  portable  units,  an  auditorium, 
and  gymnasium.     The  cost  would  be  as  follows: 


One  auditorium S3,  500 

One  gymnasium 3,  500 

One  shop 2,  000 

One  cooking  room 3, 000 

One  nature  study  room 1, 000 

One  drawing  room 1 ,  000 

14,000 


General  repair $2, 000 

To  make  a  single  building  unit..     4,000 


Total 20,000 

Land 5,000 


Total 25,000 


■^0 


SCHOOL  BUILDING   PROGRAM   FOR   ATHENS,   GA. 


Undor  the  traditional  plan  six  additional  classroom.s  would  be 
needed  at  .Se.OOO,  making  a  total  of  S26,00n. 

.'].  Pnrtnhle  hitildingf!  for  East  Athens  School. — The  plans  for  this 
.school  and  the  cost  would  be  the  same  as  under  Plan  1 ,  $20,000. 

The  total  cost  of  the  building  program  for  the  Xegro  schools  under 
j.lan  2  would  be  $101,000. 

SUMMARY    OF    COST    OF    A    BUILDING    PROGRAM    ON    THE    BASIS    OF   THE 

$323,000    BOND   ISSUE. 

Plan  2. 
(a)  WORK-STUDY-PLAY  PLAN— CAPACITY  AND  COSTS. 


Buildings. 


Number 
of  pupils 


Cost  of 


M^HITE  SCHOOLS. 


Same  a^:  under  plan  1 : 

Buildings 

Land 


aceommo-  Equipment, 
dated. 


$27,000 


C'ost  of 
buikiings. 


Total  cost. 


$14$,  460 


'  This  'f  ill  addition  to  the  equipment  incliide<l  in  the  cost  of  the  portable  bnilding.s. 
>  The  c.  t  i.f  •■(|iiiiirnr!ii  for  each  room  and  activity  is  included  in  this  building  cost. 


»175,460 
5,000 


Total  for  while  schools 



(vtown 

2,0^ 

27,000 

148,460 

ISO, 460 

NEGRO  SCHOOLS. 

14  portables  for  the  High  and  Industrial  and  Ne 
.'■chools 

560 

4S0 
4S0 

15,000 

5  20,000 
20,000 

«  46, 000 

51,000 

."j60  pupils. 

14  c  asses. 

1  portable  for  auditorium 

1  portable  for  gymnasium 

2  portables  for  classrooms 

$3,500 
3,500 
2,000 
4,000 

14,000 
2,000 
2.000 
2,000 
2,000 

10,000 

3.000 
3,000 

2  portables  for  science  rooms 

5  portables  for  shops 

1  portable  for  mechanical  drawing 

1  portable  nurse-training  room 

1  music  room 

Additional  e<piipment  for  cooking  room. . 
Co5t  of  jnaking  these  units  in  tosingle  plant 

with  heating  plant 

SOf)  single  seats  and  desks  to  replace  double 

desks 

Repairs 

Portables  for  West  Athens 

20,000 

4S0  pupils. 

12  classes. 

1  porlable  auditorium 

?.  .tOO 

1  portable  gymna.sium 

3,500 
2.000 
3,(K)0 
1,000 
1,000 

4,000 

2,000 

under 

1  porlable  shop 

1  (lortable  cooking  room 

1  portable  nature-study  room 

1  portable  drawing-room 

Cost  of  making  these  units  into  a  single 

plan  t  wil  h  heating  plant 

Reiiair- 

6  liorlables  for   East   Athens,  same   us 
plan  1 

20,000 

Total 

1,520 

yi,ooo 

91,000 

l^nd 

10.000 

lools... 

Total  for  Negro  schools 

],.520 

91,000 

101,000 

Total  f.ir  biiildinp-;  ff>r  white  and  Ncgro  scl 
Land. .                                         

3,600 

266,460 

266,460 
15,000 

'  iraiid  total  for  whjtc  and  Negro  schools. 

3,600 

266,460 



2}<1,460 

SCHOOL  BUILDING    PEOGEAM   FOE    ATHENS,   GA. 
Plan  2 — Continued. 

(!))  TRADITIONAL  PLAN— CAPACITY  AND  COSTS. 


53 


Building. 

Number 
of  pupils 
accommo- 
dated. 

Cost  of 
equipment. 

Cost  of 
buildings. 

Total  cost. 

WHITE  SCHOOL.?. 

Same  as  under  plan  1: 
Buildijigs 

1                      i 
2,0S0  1        $32,000  i      $285,466 

$296,460 
20,000 

Land 

Total  for  wliit  e  schools 

2,080 

32,000 

265.466  i           .316.460 

XEGRO  SCHOOLS. 

20  portables  for  High  and  Induslrial  and  Newtown 
Schools 

560 
480 
4S0 

5, 000             .">2  000 

.">?,  000 

(Same  capacity  as  under  work-study-plav  plan, 
but  cost  of  6  additional  classrooms  required  under 
traditional  plan.) 
12  portables  for  West  Athens. 

2r.,G00 
26,000 

2^.,  000 

(Same  capacity  a.s  under  work-studj-play  plan, 
but  cose  of  6  additional  classrooms  required  under 
traditional  plan.) 
12  portables  forEast  Athens 

2t),  000 

(Same  capacity  and  costs  as  under  work-stud v- 
play   plan,    but"  cost   of  6   additional   classrooms 
required  under  traditional  plan.) 

Total 

1,520 

109,000 

109,000 

Land 

20,000 

Total  for  Negro  schools 

1,520 

109.000 

129,000 

Grand  total  for  white  and  Negro  schools 

3,600 

406,466 

445,460 

ATHENS  BEHIND  OTHER  CITIES  IN  SCHOOL  EXPENDITURES. 

The  preceding  building  program  shows  what  can  be  accompHshed 
with  the  $323,000  bond  issue  available.  But  Athens  should  not  be 
satisfied  with  this  amount  of  money  for  her  schools.  It  represents 
only  a  beginning  of  what  she  should  spend  in  order  to  bring  her 
school  plant  up  to  date. 

Athens  probably  does  not  realize  that,  as  has  already  been  pointed 
out,  the  city  has  the  wealth  to  make  her  public  school  plant  one  of 
the  most  modern  in  the  country.  Furthermore,  the  average  citizen 
probably  does  not  know  that  up  to  the  present  time  Athens  has  spent 
far  less  on  her  public  schools  than  other  cities  of  the  same  population 
group.     And  yet  the  following  facts  prove  this  to  be  the  case: 

Athens  is  fortieth  from  the  hottom  of  a  list  of  327  cities  in  its  tax  rate 
for  schools. — The  tax  rate  for  all  school  purposes  for  Athens  for 
1917-18  was  5  mills.  But  this  was  on  the  basis  of  a  67  per  cent  prop- 
erty assessment.  On  the  basis  of  a  100  per  cent  valuation  of  property 
the  tax  rate  for  Athens  for  that  year  was  3.35  mills. ^"     (See  Chart  IV.) 

The  following  table  and  chart  show  that  out  of  327  cities  \\-ith  a 
population  of  10,000  to  30,000,  Athens  stood  fortieth  from  the  bot- 
tom of  the  list  in  its  tax  rate  for  schools.     Two  hundred  and  eighty- 


^KL. 


54 


SCHOOL  BUILDING    PHOGKAM    FOK   ATHENS,   GA. 


seven  cities  had  a  hifjher  tax  rate  than  Athens.     C)nh'  39  had  a  lower 
rate." 

Athens  sfnnds  elevenih  from,  the  bottom  of  the  list  of  4-^  cities  in  its 
per  capital  expmditure  for  scJiooh. — Furthermore,  when  Athens  is 
compared  A^-ith  other  cities  of  the  same  population  group,  with 
respect  to  its  per  capita  expenditure  for  current  school  expenses,  it 
is  found  that  its  per  capita  expenditure  for  public  schools  for  1917-18 
was  S32.4G,  whereas,  the  average  for  the  25  cities  cited  in  the  accom- 


»X  RATE   Dl  MILLS. 


I  HART  I\  .— Atiien  stands  40th  from  the  Ixittomia  alist  nf  327  cities  in  its  tax  rale  /or  schools. 

panying  chart  was  S49.93.    In  other  words,  it  stood  eleventh  from 
the  bottom  of  the  list  of  45  cities.^"     (See  f'hart  V.) 

Athens  f<t/iiids  twenty-f  rut  from  the  bottom  of  the  list  of  340  cififfi  in 
the  nmovnt  of  its  school  proytrty. — The  value  of  the  school  property 
of  the  public  schools  of  Athens  tells  the  story  of  its  poverty  in  school 
buildings  and  indicates  with  startling  accuracy  how  far  behind  other 
cities  Athens  has  fallen  in  its  provisions  for  housing  its  children. 

1-  s.*.  ,<tHti«t>cs  of  Publir  School  Systonis,  U.  R.  Boiuicr,  U.  .'J.  Bu.  Educ.  Bui.  1920,  No.  2\,  p.  467. 
-        '  ^s  of  City  Schf^.l  Systems,  U.  R.  Bomier,  f.  S.  Bii.  Educ.  Bui.  1020,  No.  24,  pp.  140,  428, 


SCHOOL  BUILDING    PEOGEAM    FOE  ATHENS,    GA. 


55 


AMOUNT  SPENT  PER  PUPIL  IN  AVERAGE  DAILY  ATTENDAnCE, 
$  0   10   20  30   40   50   60   70   80   SO   100 


Bolae ,  Idaho 

Brookllne,  Mass 

Hackensaekf  N.  J ,, 

Great  Falls,  Mont,..,.. 
Sloxuc  Falls,  S.  Dak...* 
Wllklna'biirg,   Pa...,.,,, 

Cheyenne,  VJyo .,.o 

Colorado  Springs,  Colo. 

Belllngham,  T/ash 

I^'argo,   N.  Dak.......... 

Madison,  Wis.. ......... 

Concord,   N,   H.. 

Salem,  Oreg,...., 

Fresno,  Calif 

Parkersbiarg,  W.  Va...,, 

Clinton,    Iowa 

Albuquerque,   N.   Mex.... 

Newport,  R«   1 

Leavenworth,  Kans , 

Phoenix,  Ariz 

Burlington,  Vt 

Battle  Creek,  Mich..... 

Ithaca ,  N.  Y. • «• 

Ogden,  Utah. • 

Rock  Island,  111....... 

Grand  Island,  Nebr..,.. 

Lorain,  Ohio... 

Mankato ,   Minn 

Muskogee ,  Okla ......... 

V/aco,   Texas............ 

Norwalk,  Conn.......... 

Elkhart,   Ind 

Jefferson  City,  Mo 

Fort  Smith,  Ark, ....... 

Auburn,  Me. ..« ..,.....» 

ATHENS,   GA... ,,.,.,.. 
Jackson,   Miss.. .».....« 

Petersburg,   Va......... 

C oluTibus ,   Oa.. ......... 

Peducah,   Ky. 

WilmlngtOQ,   N.  C 

Cinnberland,  Md 

Bossoraer,  Ala 

Shreveport,  la......... 

Spartanburg,   S.  C...... 

Jackson,   Tenn. 

AVERAGE 


Chart  v.— Athens  stands  11th  from  the  bottom  in  a  list  of  45  cities  in  its  per  capita  expenditure  for  public 

schools. 


56 


SCHOOL  BUILniNG    TKOGRAM    FOP.    ATHENS,   GA. 


The  vjilue  of  school  proporty  in  Athens  in  1917-18  was  $123,000 
The  number  of  pupils  enrolled  in  that  year  was  2,945.  Therefore, 
the  value  of  school  property  per  pupil  was  $42.  Compared  wnth  340 
other  cities  of  the  same  population  group,  Athens  stood  twenty-first 
from  the  bottom  of  the  list  in  the  amount  of  its  school  property.^' 

In  other  words,  these  facts  show  that  Athens  is  far  behind  other 
cities  of  the  same  population  group  with  respect  to  the  amount  of 


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VAU«  07  SCHOOL  PaOPKRTY  PKR  POTII.  EKROLLFD,  I9i7-I8. 


s 


Chart  \  !.— At  hens  stands  21st  from  the  bottom  in  a  list  of  2^0  cities  in  the  amount  ofitssrhool  property. 

money  that  it  spends  annually  on  its  schools,  an<l  with  respect  to  the 
amount  of  money  that  it  has  invested  in  its  school  plant. 

The  usual  answer  to  such  facts  is  that  the  community  ha-s  not 
sufficient  wealth  to  finance  its  schools  adequately.  But  this  is  not 
true  of  Athens. 

AtheKs  has  sufficient  wealth  to  give  the  children  of  the  city  the  kind  of 
Kchool  plant  they  n^ed.- — In  1917-18  the  taxable  wealth  of  Athens  was 
.?  10.000,000.  This,  however,  was  on  67  per  cent  valuation  of  prop- 
erty.   The  true  value  of  the  taxable  wealth,  on  a  100  per  cent  valua- 


»'  »e  Statistics  of  City  S<hool  S>-stems,  If.  R.  Bonner,  U.  S.  Bu.  Educ.  Bui.  1920,  No.  24,  pp.  467,  324, 
and  \ZK.    i^fi'  about  quoting  individual  cities,  p.  167. 


SCHOOL   BUILDIXG   PROGRAM   FOR   ATHENS,    GA. 


57 


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58 


SCHOOL  BUU.DIJS'G   PROGRAM   FOR   ATHENS,   GA. 


tion,  was  $14,925,000.  Compared  with  23  other  eities  whose  wealth 
is  also  estimated  on  a  100  per  cent  valuation,  Athens  stands  highest 
in  the  amount  of  wealth  behind  the  school  dollar.-^  (See  Table  3.) 
The  following  table  shows  that  Athens  spent  81  for  school  purposes 
for  every  $217  it  possessed,  whereas  the  average  city  in  the  group 
expended  $1  on  schools  for  every  $120  of  wealth  it  possessed. 

Table  3. —  True  ivealth  behind  every  school  dollar  in  24  cities.' 


Cities. 


True  value 

of  taxable 

wealth. 


Athen.<;,  Ga 

Parsons,  Kans 

Parkersburg,  W.  \'a... 

Norwalk,  Conn 

Ctloversville,  N.  Y 

Albuqiierqiic,  N.  Mcx. 
Sioux  Falls,  S.  Dak... 
.V^lTia,  Mich 

I.  Wis 

..S.  Dak 

(      .J  •!  J.  S.H 

<J-siiui!g,  N.  Y 

\—   "   .\fass 

I  .  Kaiis 

1.     .     .  ...H 

ponriac,  .Mich 

Nanticcke,  Pa 

Traverse  City, Mich... 

Carbon  dale.  Pa 

^'      "  .Okla 

'■'  Colo 

Mich 

:  ho 

11..   .-..    .   a<:k,N.J 


$14,925,000 

13,310,000 

34, 959, 000 

25, 136.  000 

19,  S26,  000 

15,746.000 

28, 368, 000 

7,  S45, 000 

21,669.000 

16, 222.  (XK) 

l-<,707,000 

10,714,000 

19, 1.52,  000 

13,854,000 

11,000,000 

25,312,000 

14, 454,  000 

7,756,000 

9.9.53,000 

6.142,000 

9, 416.  000 

25,045.000 

19, 000,  000 

16, 038,  000 


Expemli- 

tures  for 

public 

schools. 


$68,797 

69,  544 
201,797 
154,426 
125, 697 
106,714 
200,717 

57,  W7 
1S3,(M7 
122,  oa5 
143,  734 

85,600 
155,869 
112,793 

90,190 
212,385 
128.908 

77;  013 
104,888 

06,288 
103,709 
290.  072 
2.50,393 
214,  660 


Twenty-three  cities  exclusive  of  Athens !    392,.524,000  ]    3,258,296 


Number  of 
dollars 
behind 
every 
dollar 

.•spent  on 
schools. 


$217 

191 

173 

163 

158 

147 

141 

136 

135 

133 

130 

125 

123 

123 

121 

119 

112 

101 

95 

93 

91 

86 

76 

75 


Amount 

spent  on 

schools 

per  SI  ,000 

of  true 

wealth. 


$1.61 

5.22 

.'>.79 

6.15 

6.34 

6.78 

7.07 

7.37 

7.42 

7.52 

7.68 

7.99 

8.14 

8.14 

8.20 

H.39 

8.92 

9.93 

10.54 

10.79 

11.01 

11.58 

13. 18 

13. 3S 


liO 


S.30 


>  .<ee  Statistics  of  City  Schixil  Systems,  H.  R.  Bonner,  U.  S.  Bu.  Educ.  Bui.,  1920,  No.  24. 

Furthermore,  cities  with  one-half  the  wealth  of  At  liens  spent  more 
upon  their  schools  than  Athens.  For  example,  Traverse  City,  Mich., 
with  a  smaller  population  and  one-half  the  wealth  of  Athens,  spent 
more  on  its  schools  than  Athens;  i.  e.,  $1  out  of  every  SlOl  of  wealth 
as  compared  with  S217  in  Athens.  Traverse  City's  true  wealth  was 
87,756,000,  and  she  spent  $77,013  on  her. schools;  whereas  the  true 
wealth  of  Athens  was  $14,925,000,  and  she  spent  $68,797  on  her 
schools.  Hackensack,  N.  J.,  with  about  the  same  population  and 
with  slightly  larger  wealth  than  Athens  spent  about  three  times  as 
much  on  its  schools.  Her  taxable  wealth  was  $16,038,000  and  she 
spent  $214,660  on  her  school.s. 

Even  if  it  were  contended  that  property  in  Athens  is  assessed  at 
100  per  cent  valuation,  the  city  had  $145  behind  every  dollar  ex- 
pended for  the  schools,  as  compared  with  an  average  of  $120  in  cities 

a  .«;<>€  .statistics  of  City  School  .Systems,  TI.  U.  Bonner,  l".  S.  Bu.  Educ.  Bui.,  1920,  No.  24,  pp.  427-439; 
pp.  467-477. 


SCHOOL   BUILDING   PROGRAM   FOR   ATHENS,    GA.  59 

where  property  is  assessed  at  100  per  cent  valuation.  In  fact,  com- 
pared with  these  other  23  cities  listed,  where  the  property  valuation 
is  on  a  100  per  cent  basis,  it  is  found  that  only  5  cities  out  of  the  23 
had  more  money  behind  the  school  dollar. 

Athens  spent  a  smaller  'projportion  of  her  wealth  upon  her  schools  in 
1920  than  in  1917-18.— li  might  be  thought  that  these  figures  for 
1917-18  do  not  represent  conditions  at  the  present  time,  and  that  in 
1920  Athens  was  spending  a  greater  proportion  of  her  wealth  upon 
her  schools.  On  the  contrary  in  1920  Athens  spent  a  smaller  pro- 
portion of  her  wealth  upon  her  schools  than  in  1917-18.  For 
example,  in  1920  the  taxable  wealth  of  Athens,  on  a  100  per  cent 
property  valuation,  was  $22,500,000.^^  This  does  not  include  the 
territory  annexed  to  the  city  in  1921.  The  expenditures  for  public 
schools  for  that  year  were  $90,500.^^  This  means  that  in  1920  the 
number  of  dollars  behind  every  school  dollar  had  increased  from  $217 
in  1917-18  to  $248. 

Even  on  the  basis  of  the  existing  60  per  cent  valuation  of  property 
the  taxable  wealth  of  Athens  in  1920  was  $13,500,000.     The  expendi- 
tures for  schools  were  $90,500.     Therefore,  the  number  of  dollars 
behind  the  school  dollar,  even  on  a  60  per  cent  valuation  of  property, 
was  $167  as  compared  with  ,$145  in  1917-18. 

For  every  $1 ,000  of  true  wealth  Athens  spent  about  one-half  as  much 
on  her  schools  as  the  average  city  in  a  list  of  23  cities  of  the  same  popula- 
tion group. — The  following  chart  shows  that  not  only  did  Athens 
have  more  wealth  behind  the  school  dollar  than  any  other  city  in  the 
group,  but  also  that  she  spent  for  every  $1,000  of  true  wealth  less 
money  on  her  schools  than  any  other  city  in  the  group.  In  1917-18, 
for  every  $1,000  of  true  wealth,  the  average  amount  expended  for 
public  schools  by  23  cities  of  the  same  population  group  as  Athens 
was  $8.30,  whereas  Athens  expended  only  $4.61  for  every  $1,000  of 
true  wealth  in  the  community.^^  Even  on  the  basis  of  67  per  cent 
assessed  valuation  of  property,  Athens  spent  only  $6.87  out  of  every 
$1,000,  or  about  three-fourths  of  the  average  of  cities  taxed  on  a  100 
per  cent  valuation. 

From  1917-18  to  1920  Athens  actually  decreased  the  amount  per 
$1,000  which  she  spent  on  schools. 

Although  the  true  wealth  of  Athens  has  increased  by  $7,575,000 
since  1917-18,  yet  Athens  in  1920  spent  less  money  on  her  schools  in 
proportion  to  her  true  taxable  wealth  than  she  did  in  1917-18;  i.  e., 
$4.02  for  every  $1,000  in  1920,  as  contrasted  with  $4.61  in  1917-18 
for  every  $1,000  of  true  wealth. 


«  See  Appendix  V,  Taxable  wealth  of  Athens,  Ga.,  1920. 

2<  See  Appendix  VI,  Expenditures  for  all  city  departments,  Athens,  Ga.,  1920. 

25  See  Chart  VII.    True  Wealth  Behind  Every  School  Dollar. 


60  sciiuoi.  uriLDiNi;  proot^am  rmx  atft^ns,  ga. 

SUMMARY. 

Athens  was  the  pioneer  in  liringing  liiglior  education  to  the  youth 
of  Georgia.  Will  it  lead  in  reconstructing  its  public  school  plant  so 
as  to  bring  modern  educational  advantages  to  the  children  of  the 
pnl>lic  schools  ^ 

This  (jucstion  states  the  real  significance  of  a  school-building 
program  for  Athens  at  the  present  time. 

Up  to  the  present  time  Athens  has  spent  far  less  on  her  public  schools 
than  other  cities  of  the  same  size. 

Athens  is  fortieth  from  the  bottom  of  a  list  of  327  cities  of  the 
same  population  group  in  its  tax  rate  for  schools. 

Athens  stands  tenth  from  the  bottom  of  a  list  of  25  cities  of  the 
same  population  group  in  its  per  capita  expenditure  for  schools. 

Athens  stands  twenty-first  from  the  bottom  of  a  list  of  340  cities 
of  the  same  population  group  in  the  amount  of  its  school  property. 
Athens'  school  plant  is  in  deplorable  condition. 

Athens  is  to  be  congratulated  upon  the  fine,  progressive  spirit  of  its 
superintendent,  board  of  education,  and  teaching  force.  They  are 
doing  their  best  to  give  progressive  education  to  the  children,  but 
they  are  trying  to  do  it  in  the  face  of  almost  insuperable  obstacles 
in  the  ^\»ay  of  inadequate  buildings  and  ecjuipment. 

There  has  been  no  new  elementary  school  building  for  12  years. 
The  schools  are  so  badl}'  congested  that  there  are  439  more  children 
than  there  are  school  seats. 

With  the  exception  of  two  poorly  eciuipped  cooking  rooms,  there 
are  practically  no  modern  facilities  in  the  elementary  schools.  There 
is  not  a  single  ^luditorium  or  gymnasium.  There  are  no  shops,  no 
science  laboratories,  no  drawing  rooms,  no  music  rooms,  no  libraries. 
There  are  only  two  principals'  offices  in  all  the  eight  elementary 
schools,  and  no  teachers'  rest  rooms.  In  nearly  every  school  the 
playground  space  and  equipment  are  entirely  insufficient. 

A  biiitdinf/  pror/ram  costinq  8318,091  is  recommended  as  the  rainimum 
required  to  meet  the  most  pressing  needs  of  the  public  schools  at  the 
])resent  time. 

It  is  further  recommended  that  in  order  to  give  not  only  adequate 
cla-ssroom  accommodations  to  the  children,  but  also  a  flexible  program 
of  work,  study,  and  play  in  shops,  science  rooms,  drawing  rooms, 
music  rooms,  auditoriums,  and  playgrounds,  the  schools  be  organized 
on  the  work-study-play  or  balanced  load  type  of  organization.  Under 
this  plan  it  will  be  possible  to  give  these  modern  facilities  to  children 
for  S3 18, 091.  whereas  under  the  traditional  plan  it  would  cost  S570, 091. 
This  expenditure  of  $318,091  is,  however,  only  a  beginning  of  what 
the  city  ought  to  do  in  order  to  develop  a  modern  school  plant. 

As  a  matter  of  fact,  if  Athens  is  to  relieve  existing  congestion, 
provide  for  the  growth  of  at   least    10  3'ears,   and  consohdate  her 


SCHOOL   BUILDING   PROGEAM   FOE   ATHENS,    GA.  61 

present  small  plants  into  a  few  modern  up-to-date  school  buildings 
with  adequate  playgrounds,  a  hnildimj  program  costing  $1,710,120 
should  he  carried  out. 

AtJiens  has  sufficient  veaUh  to  carry  out  sv.ch  a  program  if  it  is 
extended  over  a  number  of  years. 

Athens'  taxable  wealth  at  present  is  given  at  $14,900,000.  But 
at  the  present  time  her  property  is  assessed  at  60  per  cent  valuation. 
If  it  were  assessed  at  100  per  cent  valuation,  her  true  taxable  wealth 
would  be  $24,833,333.  Therefore,  the  amount. of  money  available 
for  bonds  at  7  per  cent  of  the  taxable  wealth  would  be  $1,738,333. 
Deducting  the  $720,000  for  outstanding  bonds,  there  would  be  left 
$1,018,333  available  for  school  bonds,  if  property  were  assessed  at 
100  per  cent  valuation. 

Compared  with  23  other  cities  of  the  same  size,  Athens  stands 
highest  in  the  amount  of  wealth  behind  the  school  dollar.  Yet  for 
every  $1,000  of  school  wealth  Athens  spent  about  one-half  as  much 
on  her  public  schools  as  the  a.verage  €ity  in  a  list  of  23  cities  of  the 
same  size. 

Furthermore,  although  the  true  wealth  of  Athens  increased  by 
$7,575,000  since  1918,  yet  Athens  in  1920  spent  less  money  on  her 
schools  in  proportion  to  hei  taxable  wealth  than  she  did  in  1917-18. 

Athens  needs  to  enter  upon  a  statesmanliJce  policy  of  reconstructing 
her  whole  school  plant. 

She  has  the  wealth  to  carry  out  such  polic}^.  Furthermore,  the 
city  has  such  a  real  and  vital  interest  in  education  that  there  is  no 
question  but  that,  if  once  the  facts  regarding  the  public  schools  are 
realized,  the  people  of  the  city  will  see  to  it  that  their  children  receive 
the  modern  educational  advantages  which  the  children  of  other  cities 
are  receiving. 

The  bond  issue  for  $318,091  is  not  merely  to  give  buildings  to 
cliildren.  It  is  to  give  children  the  chance  to  grow  in  health  and 
strength  and  mental  alertness.     It  is  to  give  them  the  chance  to  live. 


APPENDIX  1. 

THE  WORK-STUDY-PLAY  PLAN  IN  SOME  CITIES. 

[From  a  Report  of  the  Commerce  Club  of  Toledo,  Ohio.] 


Esti- 
mated 

popul:l- 

tion  in 
1918. 

Number  of 

Attitude 

City  and  State. 

schools  oper- 
ating under 
pl.iu. 

of  super- 
intendent 
to  plan. 

Special  remarks. 

Winnetka,  111.-.. 

5,000 

All,  on  modified 
form. 

Favorable. 

Effects  saving  in  capital  investment,  enriches 
school  program,  'and  makes  possi'nle  the 
employment  of  competent,  trained  de- 
partmental teachers. 

Detroit,  Mich 

850, 0(X) 

16  this  year,  50 
next        year, 
modified 
form. 

...do 

Adjust?  plans  to  facilities  of  particular 
buildings;  teachers  enthusiastic  al>out 
plan;  increases  seating  capacity  of  building 
from  16  to  40  per  cent. 

Kalamazoo,  Mich. 

50,000 

All,  on  modified 
form. 

..-do 

Used  in  third  to  sixth  grade.',,  inclsisive, 
junior  and  senior  high  schools,  aU  on  de- 
partmentalized plan. 

Newarli,  N.  J . . . . 

450,000 

9 

...do 

Has    decided    advantages    over   traditional 

plan   which   more  than  offset   disadvan- 

tages.   Teachers  having  had  1  year  of  suc- 

cessful experience  in  these  schools  receive 

" 

a  bonus  of  5  per  cent. 

New  Brimswick, 

38,000 

1,    in    modified 

-..do 

Accommodates  16  sections  of  pupils  to  space 

N..J. 

form,  platoon 
plan. 

usually  assigned  to  13  groups,  or  increases 
capacity  23  per  cent. 

Pas.saic,  N.  J 

70,000 

2 

...do 

Average  per  capita  annual  cost  reduced  to 

o-hour  basis  for  all  schools  is  §42.51   for 

traditional  schools  as  compared  with  §32.73 

for  work-study-play  plan  schools. 

Troy,  N.  Y 

80,000 

1,   in    modified 
form. 

...do 

Satisfied  with  plan;  children  get  greater  ad- 
vantages than  with  old  type  of  school. 

New  Castle,  Pa. . 

36,000 

4 

...do 

Considered    a    marked    improvement    over 

traditional  plan;  success  depends  upon  the 

securing  of  teachers  properly  trained  to  do 

the  soecial  teaching  which  this  type  of 

school  demands. 

Pittsburgh,  Pa... 

504,000 
6,000 

6 

...do 

Will  extend  the  use  of  the  plan. 

Sewicklej',  Pa 

All,  for  8  years... 

...do 

Has    decided    advantages   over   traditional 

plan. 

Swarthniorc,  Pa. . 

3,000 

All,  for  8  years; 
modified  form. 

...do 

Very  complete  school  equipment  and  pro- 
gram; per  pupil  cost  $97. 87. 

63 


APPENDIX  II. 


SCHEDULE   SHOWING    CAPVlITY    OF   COMPLETE   SCHOOL,   PER   CLASS 
PERIOD,  FOR  SCHOOL  OF  2,000  PUPILS. 


Academic  work,  25  classes  at  40  pupils  each. 
Grades  1-4— 
Reading. 
Writinj;. 
Spoiling. 
Mathematics. 
Music. 


Grades  4-9— 
Geography. 
History. 

English,  including  foreign  language. 
Civics. 
Mathematics. 


1,000 


Special  work,  classes  at  20  to  40  each 480 

2  in  elementary  science  (primary  and  intermediate)  at  40 

2  in  drawing  and  handwork  (I  primary,  1  upper  and  intermediate)  at  40 

2  in  home  economics  (ujiper  and  intermediate)  at  20-40 

1  in  arts  and  crafts  (upper  and  intermediate)  at  40 

2  in  shop  for  boys  (upper  and  intermediate)  at  20-40 

1  in  mechanicaldrawing  (iipperand intermediate)  at  40 

2  in  generalscience  (upper  and  intermediate)  at  40 

lin  music ^ 

linexpressionr'"'"^^°°''^"PP®''^'^*^''^''®''™®'^^*'®^ 


.    80 
.    SO 

:)« 

I  80 
.    80 

.     80 


Gymnasiums.  2  classesat  SOeach. 
Playgrounds,  2  classes  at  40  each. 
Auditorium,  7  classes 


160 
80 

280 


RECAPITULATION. 


Pupilsin  classrooms. 
In  special  work.. 
In  gymnasiums. 
In  playgrounds.. 
In  auditorium... 


480 

160 

SO 

280 


520 


1,000 


1,000 


Total 2,000 


DUPLICATE  SCHOOL  PROGRAM,  TYPE  A. 


Key  to  classes. 

Rooms. 

Names  of  teachers. 

Eight  60-minute  class 

periods 

Class 
No. 

Class 
Or. 

IB 
IB 
lA 
lA 
2B 
2B 
2  A 
2  A 
.<B 
3B 
3A 
3A 
4B 
4B 
4  A 
4  A 
oA  .^B 
5  A  .-.B 
6B 
6A 
7B 
7A 
83 
8A 

I 

II 

in 

IV 

V 

VI 

VII 

VIII 

1 

101 
102 
102 
103 
KH 

Smith... 

1 
4 

s" 

9 
12 
...... 

17 

20 

...... 

11 
23 

"""21" 

22 

10,14 

13,  15 

2,6 

3,7 

5,18 

19 

2 

6' 

7 

10 

....... 

15 
18 

■""22" 

23 

5 

' ' '26" 
24 

19 

9,  12 

11,  16 

1,8 

.3,13 

4,17 

21 

1 
3 
5 

9" 

11 
13 

"■"17" 
21 
19 

7' 

15 
23 

2 

4 

8* 

10 

12 

...... 

18 
24 

"""26" 
6 
14 

"'""22" 

3" 

6 
7 
....... 

14 

15 

■"""22" 
23 
21 

2" 

9 
16 

24 

17,19 

1H,20 

1,8 

4,10 

5,12 

13 

1 

4 
5 

9" 

12 
13 

...... 

19 
20 

18 

21,23 

22,  24 

2,11 

6,14 

7,15 

16 

2 

2 

Jones 

3 

5 
7 

3 

Harter 

6 

4 

Ames 

8 

5 

Jac-obs 

10 

f, 

105 

ia5 

106 
107 
108 
lOH 
109 
110 
111 
111 
112 
11. ■< 

Siivdcr 



11 
13 
15 

7 

Brooks 

14 

8 

.\herne 

16 

9 

Mosher 

18 

10 

Met/... 

23 
21 
19 

11 

Glover 

24 

12 

Oorry 

22 

13 

Nature — Fox.. 

4 

14 
15 
16 
17 

Science— Cear 

Drawing— Glen. .. 

Hall- Dorr 

Shop— Hook 

i 

12 

17 

}      20 

2,6 

1,8 

9.16 

10, 18 

14,22 

24 

13 

19 

21 

IN 
19 

114     snop— uaie 

Audlto-   /Hall— Dorr 

rium     \Johnson 

r,,._         Bnins 

1,5 

20 

3,7 

21 

i 

9,15 

22 

11,17 

23 

12,20 

24 

23 

1 

'  The  four  types  of  programs  and  the  explanatioas  here  given  are  reproduced  from  a  leaflet  published 
by  William  Wirt,  superintendent  of  schools,  Gary,  Ind.,  1918. 

G4 


SCHOOL   BUILDIXG    PROGRAM   FOR   ATHENS,    GA. 


65 


The  school  classes  are  numbered  from  1  to  24,  as  given  under  'Key  to  classes." 
The  ]2  odd-numbered  classes  are  in  a  group  alternating  with  the  12  even-numbered 
classes  in  the  use  of  classrooms  and  special  facilities.     No.  1  alternates  with  No.  2,  etc. 

Since  each  group  of  classes  contains  approximately  all  school  grades,  they  are 
duplicate  groups  of  classes.     This  is  the  reason  for  using  the  name  "'  Duplicate  school." 

If  all  children  in  a  family  enter  odd-numbered  classes,  they  will  have  the  same 
luncheon  hour  at  Period  V.  If  they  enter  even-numbered  classes,  they  will  have 
luncheon  at  Period  IV. 

The  academic  teachers  use  classrooms  101  to  lO'J.  Four  academic  teachers  use  three 
rooms  and  accommodate  eight  classes  three  periods  each.  Each  academic  teacher 
teaches  six  periods  divided  equally  between  two  classes.  If  it  is  desired  to  depart- 
mentalize the  academic  work,  each  teacher  in  any  group  of  three  can  be  given  three 
classes  two  periods  each  or  si.^  classes  one  period  each,  as  shown  for  teachers  Metz, 
Glover,  and  Gorry. 

Teachers  Smith  and  .\mes  have  all  of  their  work  in  rooms  101  and  103,  respectively. 
Teacher  .lones  has  two  class  periods  in  room  101  and  four  class  periods  in  room  14)2. 
Teacher  Harter  has  two  class  periods  in  room  103  and  four  class  periods  in  room  102. 

Hall  and  Dorr  alternate  in  auditorium  and  classroom  in  music  and  expression. 
Gale  takes  children  from  play  periods  for  the  preparation  of  auditorium  programs. 

Pupils  may  be  excused  from  play  periods  for  library,  private  music  lessons,  week- 
day church  school,  home  work,  etc. 

DUPLICATE  SCHOOL  PROGRAM,  TYPE  B. 


Key  to  classes. 

Rooms. 

Class 

Class 

No. 

Gr. 

1 

IB 

101 

2 

IB 

102 

3 

IB 

103 

4 

lA 

104 

5 

lA 

105 

6 

2B 

106 

7 

2B 

2A 

8 

107 

9 

2A 

108 

10 

3B 

109 

11 

3B 

110 

12 

3A 

111 

13 

3.V 

112 

14 

4B 
4B 

15 

ii.3' 

16 

4A 

114 

17 

4A 

115 

18 

5B 

116  i 

19 

5B 

117 

20 

oA 

118 

21 

5A 

119 

22 

6B 

120 

23 

6B 
6A 

24 

Audito- 

25 

7B 

rium 

26 

7A 

Qym. 

27 

8B 

play- 

28 

8A 

ground 

Teachers. 


Smith 

Jones 

Harter 

Ames 

.Tacobs 

Snyder 

Brooks. 

Aherne 

Mosher 

Metz 

Glover 

Gorry 

Pearcy 

Flynn 

Studio — Fox. . 
Science — Cear. 
Studio— Glen.. 
Shop — Dale. .. 
Shop — Book... 
Shop^Gore... 
Shop — Dorr... 
Science — Hall . 
App.— Cook... 

I21  teachers 


Seven  60-minute  class  periods. 


7 
13 
14 

9 
15 
19 


23 
27 

2S 
17 
5  ' 
10    . 
21  , 

24 


26 


3  J  teachers . 


fll,16 

112,18 

I    2,8 

4,20 

6.22 


II 


5 

7 

10 

12 

9 

15 


21 
23 
24 
26 
17 
3 


19 

20 

27 

2S 

22 

2,6 

4,8 

11,16 

13, 18 

14,25 


III 

IV 

V 

2 

2 

1 

4 

4 

3 

6 

6 

5 

8 

8 

7 

10 

10 

12 
11 
16 

-^2. 

11 

16 

15 

IS 

18 

19 

20 

20 

21 

22 

22 

23 

24 

24 

26 

25 

1 

26 

25 
13 

2 

l.i 

14 

4 

17 
19 

17 
18 

21 

28 

20 

1        23 
21 

27 
15 

9 

!    9,13 

1,5 

22,27 

10,14 

3,7 

25,  28 

3,24 

9,19 

6,13 

5,27 

12,23 

8,14 

7,28 

17,26 

11,16 

VI    '  VII 


2  L:, 

3 

5 


13 
14 
11 
16 
19 
21 


27 
28 
25 


6 

8 

22 

18 

26 

7 

17,23 

20,24 

1,10 

4,12 

':,  15 


4 

6 

8 

13 

14 

9 


18 
20 
22 
27 
28 
17 
11 
12 
16 


23 

24 

25 

1.5,21 

19,26 

1.7 

2,3 

5,10 


.Ml  children  go  home  for  luncheon  at  the  same  hour  in  i)rograms  B  and  C. 

Teachers  Brooks  and  Flynn  have  each  of  their  six  class  periods  in  a  different  room. 
This  excessive  traveling  can,  in  part,  be  divided  with  the  other  teachers,  but  not  so 
successfully  as  in  program  \.  The  upper  classes  may  have  their  work  department- 
alized as  shown  in  program  A. 


66 


SCHOOL  BUILDING  PBOGRAM   FOR   ATHENS,   GA. 


Siuce  the  auditorium  and  gymnasiums  are  in  use  seven  hours  in  place  of  six,  as  in 
program  A,  relatively  fewer  classes  are  accommodated  at  any  hour  in  theae  facilities. 
The  relative  amount  of  space  for  gymnasiums  and  auditorium  is  decreased  and  a 
proportionate  amount  of  space  is  added  to  classrooms  and  special  facilities. 

In  (///  duplical<>  school  prosrrams  the  increase  in  capacity  depends  upon  the  relative 
amount  of  g>-mnasium,  auditorium,  and  special  classroom  space  that  is  used  simul- 
taneously with  the  regular  classrooms,  and  the  total  and  relative  amount  of  time  that 
each  of  these  school  facilities  is  in  use. 

DUPLKWTE  SCHOOL  PROGRAM,  TYPE  C. 


Kev  to 

classes. 

Class 

Class 

No. 

Or. 

1 

IB 

2 

IB 

3 

lA 

4 

lA 

5 

26 

6 

2B 

7 

2A 

8 

2A 

9 

3B 

10 

3B 

11 

3A 

12 

3A 

13 

4B 

14 

4B 

15 

4A 

16 

4A 

17 

5A  5B 

18 

5A  SB 

19 

6B 

20 

6A 

21 

7B 

22 

7A 

23 

8B 

24 

8A    1 

Rooms. 


Teachers. 


101 
102 
103 
104 
105 
106 
107 
108 
109 
110 
111 
112 

iia 

114 
115 
116 
117 
118 
119 
Gym. 
play- 
ground . . 


Smith . . 
Jones . . . 
Harler.. 
Ames... 
Jacobs. . 
Snyder . 
Brooks. 


Ahcrne 

Mosher 

Metz 

Glover 

Gorrey 

Studio — Glenn... 

Shop — Fox 

Science—- Cear j 

Studio— Dale         ' 


Eight  4.Vminute  class  periods  with  60-minute  noon  recess. 


9.00 


1 

3 
5 

7 
9 
11 
13 
15 
17 
19 
21 
23 
8 
10 
12 
20 


Shop— Book '\      ^., 

Shop— Gore /     "'' 

Science— Hall 24 

(Bruns 2,14 


^Phillips 
[.Shafer 


4,16 
6,18 


9.45 


1 

3 

5 

7 

9 

11 

13 

15 

17 

19 

21 

23 

2 

4 

6 

14 

16 

18 

8,20 

10,22 

12,24 


10.30 


2 

4 

6 

8 

10 

12 

14 

16 

18 

20 

22 

24 

7 

9 

11 

19 

21 

23 
1,13 
3,15 
5,17 


11.15 


2 

4 

6 

8 

10 

12 

14 

16 

18 

20 

22 

24 

1 

3 

5 

13 

15 

17 

7,19 

9,21 

11,23 


1.00 


1 

3 

5 

7 

9 

11 

13 

15 

17 

19 

21 

23 

10 

12 

8 

22 

24 

20 
2,14 
4,16 
6,18 


1.45 


1 
3 
5 

7 

9 

11 

13 

15 

17 

19 

21 

23 

4 

6 

2 

16 

18 

14 

8,20 

10, 22 

12,24 


2.30 


2 

4 

6 

8 

10 

12 

14 

16 

18 

20 

22 

21 

9 

11 

7 

21 

23 

19 

1,13 
3,15 
5,17 


3.15 


2 

4 

6 

8 

10 

12 

14 

16 

18 

20 

22 

24 

3 

5 

1 

15 

17 

13 

7,19 

9,21 

11,23 


The  auditorium  is  omitted,  Imt,  of  curse,  can  be  sulistituted  for  part  of  the  special 
work.  If  the  school  has  an  aiulitA)rium  and  does  not  care  to  use  it  for  r^ular  auditoiium 
exercises,  it  might  ]>e  used  as  a  music  studio. 

A  5-hour  day  for  teachers  and  students  can  be  arranged  by  shortening  the  after- 
noon periods.  The  special  work  in  the  morning  may  then  be  di\'ided  into  six  30- 
minute  periods,  if  uniform  periods  are  desired. 

In  all  duplicate  programs  additional  academic  work  can  be  sulwtituted  for  part  of 
the  phy-sifal  training  and  special  work.  Some  other  type  of  work  can  be  substituted 
for  "Application."  The  auditorium  may  be  emitted  in  any  program  by  substituting; 
additional  academic  or  special  workroom  units.  The  day  niay  be  shortened  by  reduc- 
ing the  length  of  periods  or  changing  the  number  of  periods.  Primary  children  may 
be  given  more  play  than  upper  grades.  Academic  or  special  work  for  two  continuous 
periods  may  be  broken  up  l)y  changing  ciassev-^  every  hour.  This  \\-iIl  also  give 
academic  work  during  Period  II  to  the  classes  that  would  otherwise  not  get  academic 
work  until  Period  III. 

Pupils  may  be  given  longer  hours  than  teachers  without  emploA-insr  extra  teachers 
because  a  leas  number  of  teachers  than  classes  are  in  the  auditorium  and  playgrounds. 

The  writer  has  w<^>rked  with  more  than  50  different  types  of  duplicate  school  pro- 
grams. Almost  any  kind  of  schwjl  can  be  secured  by  <'hangine  the  length,  number,  or 
eroupinc  of  the  j)eriixi8,  the  type  and  the  sequence  of  work,  and  the  school  hours  for 
pupils  or  teachers. 


SCHOOL   BUILDING   PROGRAM   FOR   ATHENS,    GA. 
DUPLICATE  SCHOOL  PROGRAM,  TYPE  D. 


67 


Key  to 

classes. 

Rooms. 

Teachers. 

Ten  4.>minute  class  periods  \vi 

th  a  noon  recess. 

Class 

No. 

Class 
Gr. 

I 

II 

in 

JV 

V 

VI 

VII 

VIII 

IX 

X 

1 
2 
3 
4 
5 

IB 
IB 
lA 
lA 
2B 
2B 
2A 
2A 
3B 
3B 
3A 
3A 
4B 
4B 
4A 
4A 
5A5B 
5A5B 
6B 
6A 
7B 
7A 
8B 
8A 

101 
102 
103 
IW 

Smith 

Jones 

Harter 

Ames 

Jacobs 

1 
3 
5 
7 

1 
3 
5 
...... 

9 
11 
13 

"'is' 

7 

9 

21 

"■23' 
14 
16 
18 

2,4 
6,8 
10 
12 
20 
22 

24 

2 

""6 

7 

4 

10 

'"ii" 

6 
12 
18 

'"'22' 
24 
20 

1 

11 

1,3 

19,21 

23 

5 
13 
15 

17 

■■■■4' 

6 

8 
2 

"u 

14 
16 
10 

'"26' 

22 

23 

18 

19 

21 

34 

1,3 

5,9 

11 

7 

13 

15 

17 

2 
4 
6 
8 

"io' 
12 

14 
15 

"is" 

20 
22 
24 

1        1 
3 

7 

5 

9 

112 

"'ie' 
3 

17 

19 

"'23' 
21 

1 

7 

3 
9 

"n 

15 

11 

17 

"21 

24 

19 

20 

22 

23 

2,4 

6,10 

12 

8 

14 

16 

18 

■■■3' 
5 
8 
1 
...... 

13 

15 
9 

"19 
21 
23 

17 

7 

10 

12 

2,4 

20, 22 

24 

6 

14 

16 

18 

2 
4 
6 

'""s" 

10 
12 
14 

""hi 

18 

20 
22 

'"2V 

13 

15 

17 

1,3 

5,7 

9 

11 

19 

21 

23 

2 
4 

8 

6 

6 
7 
8 
9 
10 

105 
106 
107 
108 

Snyder 

Brooks 

Aherne 

Mo-slier 

Metz 

9 
11 
13 

15 

10 
12 

"16 
U 

11 
12 
13 
14 
15 

109 
110 
111 
112 

Glover 

Gorry 

Pearcy 

Flvnn 

Cook 

17 
19 
21 
23 

18 
20 

'      "24 

22 

16 

Audito- 
rium. 

Gym. 
and  play- 
grounds . 
113 
114 
115 
116 
117 

n 

2,12 
14,16 
18 
10 
20 
22 

1 

17 

\Book 

(Johnson 

■jBruns 

(Phillips 

Studio— Fox 
Studio— Oar. 
Science — Door 
Shop— Hall. . 
Shop— Gale.. 

3 

18 

5 

19 

7,11 

20 

13, 15 

21 

17 

22 

9 

23 

19 

24 

21 

23 

Teachers  Jacobs,  Metz,  and  Cook  should  teach  drawing,  music,  or  some  special 
subject  that  can  be  taught  in  regular  classrooms.  If  desired,  the  continuous  academic 
periods  may  be  broken  up  as  shown  for  teacher  Flynn  with  classes  Nos.  23  and  24. 

The  following  table  gives  comparative  data  concerning  the  four  program  types. 


Program 
types. 

Hours  in  use. 

Hours  classwork. 

Teachers 
per  class. 

Room 

Class- 
rooms. 

Gyms. 

Aud. 

Special 
rooms. 

Teachers. 

Pupils. 

units  per 
class. 

A 

8 
7 
6 
7i 

6 

7 
6 
6 

6 
7 
6 
6 

6,8 
7 
6 
6 

6 

6 
6 
6 

7 
7 
6 
6i 

1.00 

1.03 

.91 

1.04 

0..583 
.714 
.791 
.708 

B 

C 

D 

"Room  units  per  class"  does  not  include  auditorium  and  gymnasium  space. 


APPENDIX  III. 
DESCRIPTION  OF  TYPE  BUILDING  OF  WHICH  A  DIAGRAM  IS  SUBMITTED. 


Tlie  interior  arranf^emenl  of  tlie  Imikling  calls  first  of  all  for  classrooms  pulTicient  in 
number  to  house  50  per  cent  of  the  pupils  at  any  one  time. 

Usually  the  subjects  of  reading,  writing,  arithmetic,  English,  and  spelling  are  taught 
in  these  classrooms,  and  normally  at  least  lialf  of  the  children's  school  day  is  devoted 
to  these  subjects.  If  the  school  day  is  six  liours  in  length,  about  three  houre  daily 
\vill  be  spent  in  classrooms.  Of  course  the  length  of  the  day  can  vary  as  much  as  is 
desirable.  The  above  merely  states  what  the  usual  arrangement  and  balance  is, 
where  the  plan  is  used  successfully. 

Geography,  history,  and  ci\ics  are  sometimes  classified  as  regular  classroom  subjects, 
but  generally  in  the  complete  schools  these  are  considered  special  or  la)>oratory  sub- 
jects. Although  only  half  the  children's  time  is  spent  in  the  classrooms,  the  other 
subjects  supplement  in  various  ways  the  drill  subjects  in  the  clivssrooms;  so  in  reality 
cliildren  may  spend  more  than  half  the  time  in  tlie  fundamental  su!>jects.  Coiiiparing 
this  time  with  the  time  in  the  traditional  school,  we  find  that  no  time  is  taken  from 
the  fundamental  subjects  by  changing  the  type  of  organization  and  plan  of  operation 
from  a  traditional  one  to  one  which  gives  adequate  recognition  to  all  vital  considera- 
tions in  education,  viz,  liealth,  the  fundamental  operations,  manual  skill,  wholesome 
recreation,  and  ethical  character. 

On  the  other  hand,  if  school  authorities  wish  to  classify  as  classroom  subjects 
geography  and  history,  as  well  as  reading,  writing,  and  arithmetic,  it  is  possible  to  so 
classify  them  in  the  complete  work-study-play  school,  and  give  the  same  amount  of 
time  to  them— 210  minutes  -as  in  the  traditional  school. 

(iYMN.\SIUMS. 

Two  gymnasiums  are  provided  for  in  the  plan,  one  for  girls  and  one  for  boys.  These 
include  dressing  and  shower  rooms,  as  well  as  ofKces  for  the  instructors,  physician, 
and  nurse,  and  space  for  clinics.  Located  at  the  rear  of  the  building,  they  open 
diref^:tly  Uj  the  playground.  A  roof  playground  could  be  added,  to  be  used  for  play 
cla4«es  during  the  inclement  weather  as  well  as  for  open-air  classes.  A  total  of  from  6 
to  8  classes  could  be  handled  during  each  period  by  the  gymnasium  and  playgrounds 
without  congestion. 

SHOPS. 

The  workshops  for  boys  include  woodwork,  staining  and  finishing,  mechanical 
drawing,  and  may  include  printing,  metal  work,  or  other  shop  activities.  The  a<-tivi- 
ties  for  girls  include  home  economics  and  the  arts  an<l  crafts,  although,  of  course,  girls 
as  well  as  boys  may  elect  to  do  the  work  in  mecJianical  drawing,  j)rintiiig,  metal  work, 
and  other  shop  activities.  Four  classes  (KiO  pupils)  can  be  accommodated  in  these 
prevocational  quarters.  This  approximates  about  80  students  in  the  shops  and  80  in 
the  home  economics  quarters. 

.\UniT«)RIUM. 

An  auditorium  with  a  seating  capacity  of  800  could  be  provided,  but  it  is  scarcely 
possible  to  get  that  number  of  children  in  one  school  into  a  homogeneous  group.     Seven 

>  See  pp.  26-27. 
68 


SCHOOL   BUILDING    PEOGRAM   FOE    ATHENS,    GA.  69 

or  eight  classes  for  each  period  would  be  a  normal  group  for  a  SO-class  school.  Then, 
if  the  auditorium  day  is  six  periods,  all  the  classes  will  enjoy  the  advantages  of  the 
auditorium  activities  in  the  course  of  the  day.  Undoubtedly  the  auditorium  activi- 
ties have  passed  the  experimental  stage.  It  is  ob^■ious  that  chorus  singing,  visual 
instruction,  appreciation  lessons  in  music,  art,  and  achievement  can  not  be  deA'eloped 
as  well  in  classrooms  as  in  the  auditorium,  because  auditorium  equipment  is  best 
suited  to  that  type  of  instruction.  Furthermore;  the  auditorium  is  the  best  place  for 
definite  instruction  on  such  topics  as  thrift,  citizenship,  community,  and  ciu-rent 
topics  of  all  kinds. 

Auditoriums  will  serve  community  uses,  of  course,  and  it  is  for  this  purpose,  as  well 
as  those  enumerated  above,  that  they  are  usually  included  in  a  complete  school. 
Man}-  school  people  make  the  mistake  of  planning  auditoriums  that  ai-e  overlarge. 
Medium-sized  auditoriums  are  better  for  daily  use,  and  it  is  only  on  rare  occasions 
that  an  auditorium  large  enough  to  accommodate  the  whole  school  is  needed.  The 
smaller  assembly  room  is  more  practical  for  daily  school  uses,  but  where  several  schools 
are  being  planned  at  the  same  time  it  is  advisable  to  plan  the  largest  auditorium  in 
the  one  school  that  is  the  most  central. 

LABORATORIES. 

Four  laboratories  are  included,  two  for  the  younger  children  and  two  for  tlie  older. 
Two  of  these  have  greenhouses  and  can  be  specialized  for  nature  study  and  horticul- 
ture. Nature  study  is  science  taught  by  observation  and  by  contact  with  natural 
and  li\-ing  phenomena.  Every  normal  child  is  a  natural  scientist,  curious  to  know  all 
about  tlie  natural  phenomena  about  him.  Only  a  small  per  cent  of  our  children  liave 
opportunities  for  plant  culture  and  ^nimal  nurture  at  their  homes.  The  school  must 
pro^•ide  these  life  experiences  in  most  cases.  Gardening  is  usually  considered  a  part 
of  this  elementary  science,  and  it  is  a  good  plan  for  the  greenhouses  to  open  out  on 
the  gardens.  These  rooms  may  also  be  used  for  handwork  rooms  for  the  younger 
pupils,  since  much  of  theii*  handwork  will  or  should  be  a  direct  outgrowth  of  the  nature 
study. 

General  science  is  a  term  applied  to  more  advanced  and  specific  instruction  than 
that  just  mentioned  above;  for  example,  botany,  zoology,  chemistry,  and  physics  in 
elementary  schools.  The  aim  in  all  this  science  instruction  is  really  to  develop 
a  usable  fund  of  knowledge  about  common  things. 


APPENDIX  IV. 

ENROLLMENT   IN   PUBLIC   SCHOOLS,   ATHENS.   GA..   1913-14   TO   1919-20, 

INCLUSIVE. 


Name  o(  school. 

1913-14. 

1914-15. 

-Jil 

299 
541 
229 
220 

1915-16. 

1916-17. 

1917-18. 

1918-19. 

1919-20. 

Jan.  31, 
1921. 

ELEMENT  ABY. 

White: 

Baxter  Street 

292 
278 
497 
221 
181 

307 
372 
486 
228 

166 

297 
405 
513 
255 

166 

282 
398 
419 
259 
183 

272 
348 
408 
259 
196 

3a5 
410 
429 
250 
222 

294 

Childs  Street 

College  Avenue 

421 
4.'i4 

Oconee  Street 

240 

Nantahala  Avenue 

190 

Total  white 

1, 469 

1,630 

1,559 

1,636 

,1,^1 

1,483 

1,616 

1,579 

Negro: 

East  Athens 

362 
221 
209 
338 

.366 
246 
211 
366 

384 

220 
33"/ 

416 
276 
7)03 
343 

348 
257 

182 
288 

298 
262 
129 
180 

429 
291 
182 
163 

399 

Wast  Athens 

Newtown 

400 
173 

Reese  Street 

163 

Total  Negro 

1,130 

1,189 

1,218 

1,238 

1,075 

869 

1,045 

1  13.1 

Total  white  and  Negro  elementary . . . 

2,599 

2,819 

2,777 

2,874 

2,616 

2,3.52 

2,661 

2,714 

EDGQ  SCHOOLS. 

Athens  High  (white) 

254 
50 

264 

47 

308 
59 

288 
76 

312 
99 

316 

98 

345 
111 

391 

High  and  Industrial  (Negro; 

115 

Grand  total 

2,903 

3,130 

3,144 

3,238 

3,027 

2,766 

3,117 

3,220 

APPENDIX  V. 

TAXABLE  WEALTH  OF  ATHENS,  GA.,  1920. 

Real  property $8,  536, 125 

Personal  property 4,  963,  875 

Total 13,500,000 

If  property  were  assessed  at  100  per  rent  valuation  instead  of  60  per  cent, 
the  taxable  we^ilth  would  be 22,  500, 000 


APPENDIX  VI. 


EXPENDITURES  FOR  ALL  CITY  DEPARTMENTS.  ATHENS.  GA.,  1920. 


City  department > 

Aldermen 

Advertising 

A-  r-ssors 

Bond  commission 

Damages 

Charily 

City  hall 

Fire  dofjartmenl 

Health  department 

Insurance 

SlriT't  lights 

Miscellaneous 


Exi>cnditurcs, 

»-', 

1. 

1, 

12, 


2, 

^, 

30, 

2s, 

1'5, 


1920. 
400.00 
784.18 
225.00 
141.00 
125.00 
982.64 
773.22 
41.5.  02 
455.29 
750.69 
196.84 
314. 02 


70 


City  departments.  Expenditures,  1920. 

Police  department $35, 382. 75 

Printing 656. 99 

PUBLIC  SCHOOLS 90, 500. 00 

Stockade .- 2, 068. 76 

City  hall  offices 15, 788. 54 

Streets 27, 5S9. 71 

Sewers 1, 353. 57 

Stock  feed 6, 3S1. 10 

Water  works 51,  8S3.  43 


Total 329. 167.  75 


o 


DEPARTMENT  OF  THE 

BUREAU  OF  EDUCATION 


imSLATm  LIBRA 


BULLETIN,  1921,  T  o.  26   FEB  ii  t  '^^^^ 


PARLIAMENT  BUHDIN 

TORONTO 


'^% 


EDUCATIONAL  'bURVLV 


'su 


OF 


ELIZABETH  CITY 
NORTH  CAROLINA 


Summary  of  Conclusions  and  Recommendations 


A  DIGEST  OF  THE  REPORT  OF  A  SURVEY  OF  THE 
PUBLIC  SCHOOLS  OF  ELIZABETH  CITY.  N.  C.MADE 
AT  THE  REQUEST  OF  THE  BOARD  OF  SCHOOL 
TRUSTEES,  UNDER  THE  DIRECTION  OF  THE 
UNITED   STATES   COMMISSIONER   OF    EDUCATION 


WASHINGTON 

GOVERNMENT  PRINTING  OFFICE 

1921 


iiiiiiii  liii^ii!  liiiiliili 

■    .  ;'■  :  ,'i::    ii!;!"^:;:''.;